Licenciatura en Ciencias Sociales

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https://hdl.handle.net/11396/2223

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La evaluación de las categorías espacio - tiempo en el currículo escolar de ciencias sociales
(Universidad La Gran Colombia, 2024) Mantilla Ramírez, Emily Yulieth; Grajales Olarte, Nathalie
The objective of this research is to evaluate how the categories of time and space are established and developed within the official curriculum and the operative curriculum of the sixth and eleventh grades of Institución Educativa República de Colombia IED. This is done from three perspectives: the national regulations that respond to the creation of the curriculum (Curricular Guidelines, Basic Competency Standards and Basic Learning Rights BLR), the official curriculum and the operative curriculum of the said institution. This research stems from the detection of a theoretical gap in Colombia that prevents seeing how the categories of time and space are developed and implemented in social sciences as categories that form, shape and build historical and geographical knowledge within education; on the contrary, these categories are observed as didactic organizers. Thus, the methodology implemented is qualitative with an interpretive paradigm, applied to three categories (time, space and relationship of time and space), which are evaluated from two variables (categorization of thematic content and frequency of presentation of content by category). This research results in a disarticulation of content and discordance between the frequency of presentation of the category, which raises questions about the effectiveness and organization of educational processes in social sciences and allows providing recommendations as a basis for understanding various aspects of a systemic deficiency in the understanding of the categories time and space within social sciences
Proyecto de aula “El lenguaje de mi historia”: un acercamiento interdisciplinario hacia la masacre de Bojayá (1997-2002) con estudiantes de grado undécimo de la Institución Educativa Chiloé
(Universidad La Gran Colombia, 2023) Grosso Urrego, Javier Nicolás; Grajales Olarte, Nathalie
This research aims to evaluate an interdisciplinary classroom exercise as an opportunity to address the teaching of Social Sciences, specifically the topic of the armed conflict, based on the report of the National Center for Historical Memory (CNMH) "Bojayá, the war without limits", in order to encourage new educational methodologies in the school classroom. The results of the design and evaluation of the classroom project "The language of my history" of the eleventh grade of the Chiloé Educational Institution of the municipality of Soacha - Cundinamarca will be presented. This project is based on the constructivist theory of Lev Vygotsky (1934), allowing to analyze and identify the sociocultural context, its interests and needs of the students in their school environment, with the purpose of proposing an educational methodology that fits to what was mentioned above, achieving it through questionnaires, document analysis, structured interviews and a semi-structured observation. It was evidenced that social phenomena such as the Colombian armed conflict must be understood from different disciplines such as Social Sciences and Spanish Language to give a more critical and holistic perspective, through a constructivist education that generates transformations in the teaching/learning process in an innovative and active way (Interdisciplinarity).
Las TIC en la formación de las ciencias sociales, una didáctica para abordar la geografía de la población
(Universidad La Gran Colombia, 2023) Carrillo Pineda, Juan David; Rodríguez Fonseca, Luis Alfredo
The purpose of this research is to demonstrate how ICT and PBL constitute strategies that allow the development of significant pedagogical processes for teaching and learning the geography of the population. To achieve this objective, this research presents the main research results related to the design and application of the didactic unit "Geography of the population a journey through ICT" in the Los Angeles de Fontibón gymnasium, Bogotá, D.C. The research was positioned theoretically from the constructivist pedagogical model, specifically from the contributions of the PBL and methodologically from the proposed learning phases of García and García (2016), strengthening with the use of ICT, since integrating these elements allows obtaining a path organized and updated learning with more significant results. This strategy was achieved from a didactic unit that was structured considering aspects such as: live and updated data from DANE, virtual questionnaires, spatial analysis activities from aerial photography, multitemporal interactive maps, mobile applications, informative videos, visits to web pages. among others. With this didactic design, it was evidenced that it is possible to generate different pedagogical practices in the population geography class, motivating learning through the use of different tools that allow understanding the population dynamics present in the students' contexts.
“Tejer pensando, pensar tejiendo”: Acercamiento a la historia del cabildo indígena de Bosa desde la implementación de un material didáctico en el curso 703 JM del colegio Carlos Pizarro Leongómez.
(Universidad La Gran Colombia, 2023) Cespedes Cubillos, Juan Manuel; Salamanca Orcasitas, Andrés
This research seeks to strengthen the teaching of the Muisca culture in the classroom of class, from the creation and implementation of the didactic material titled “Knitting thinking, thinking knitting " this material was designed for the appropriation of Muisca knowledge. This didactic material was applied and developed with sixth grade students from the school Carlos Pizarro Leongómez from the town of Bosa, Bogotá, this project has as theoretical supports the theory of significant learning and using the theory of flirting new information with what you already have, readjusting and rebuilding in the process both (Ausubel, 1976 p.78). On the other hand, the objective of this project is to analyze how the didactic material: "Knitting thinking, thinking knitting", designed for sixth grade students of the Carlos Pizarro Leongómez, allows to recognize the social and cultural practices of the community Muisca de Bosa from the Muisca weaving. divided into three moments which are, the construction of theoretical references, elaboration and implementation of the weaving material thinking, thinking weaving" and evaluation of the effectiveness of this material in the sessions taught.
Percepciones de cambio en la enseñanza y el aprendizaje durante la pandemia 2020 – 2021 de estudiantes y profesores de educación básica secundaria y media vocacional del Colegio Pierre de Fermat
(Universidad La Gran Colombia, 2023) Sandoval, Diego; Rodriguez, Jackeline
The present work exposes the research applied to students and teachers of basic secondary and vocational school of the Pierre de Fermat School in Bogotá to identify the perceptions that left the mandatory confinement due to the pandemic in relation to the change they underwent in their teaching-learning process during formal distance education, virtual modality, with the use of information and communication technologies in a period of two years (2020-2021). For this, a mixed approach research method was used, with a non-experimental design for the quantitative component whose information collection technique was established by the questionnaire. In the qualitative component, a phenomenological design was executed whose data collection techniques were conversational interviews and the writing of protocols in the form of anecdotes and accounts of what was experienced by students and teachers. In this way, an important analysis instrument is offered that reveals fundamental characteristics of the change resulting from the pandemic that entails subsequent pedagogical reflections by educational agents in the present and in the coming years.
Voces y memorias: escenarios de integración de la cátedra de la paz para trasladar el posconflicto al aula de clase
(Universidad La Gran Colombia, 2023) Acosta Rogeles, Nicolas; Ayure Buitrago, Angie; Cifuentes Cruz, William
This document presents the construction and application of VOICES AND MEMORIES, which is a didactic sequence where the main elements are established from which theoretical bases are taken and a pedagogical proposal is formed where topics such as: Chair of Peace, the Post-conflict and the Collective Memory within it. The main objective was to incorporate the Chair of Peace through VOICES AND MEMORIES, to build the Collective Memory around the Post-Conflict in the tenth-grade students of the Julio Cesar García High School. In order to answer the problem question, we rely on the approaches and postulates of the Pedagogies of Memory, to direct the Chair of Peace towards a more intrinsic sense and produce a greater impact, so that reflection will be generated within the classroom and thus achieve the construction of Collective Memory. Subsequently, a classroom application was carried out from which the final results reside with which the conclusions and recommendations towards the institution were generated.
Proyecto de observación del tiempo atmosférico con la utilización de la solarigrafía como recurso didáctico
(Universidad La Gran Colombia, 2023) Nieto Roque, Juan José; Aguilar, Javier Enrique
This research took physical geography didactics as a study subject, on which it was designed a proposal meant for the learning of climate related to earth’s movements around the sun, this was done using the technique of solargraphy as a didactical resource for astronomical observation. This project was applied with nineth grade from public school I. E. D. Enrique Olaya Herrera, from Bogotá city, taking the Meaningful Learning theory as a base and using the Gold Standard Project Based Learning model by Larmer, Mengendoller & Boss (2015) authors. The project had as objective to construction of a didactical proposal from BPL for the weather observation and climate study through the use of solargraphy technique as resource in escolar institutions. And it was separated in three main moments, which were: 1) conceptual and theorical approaches to the study subject, 2) design and application of the didactical proposal in the escolar scene, and 3) the evaluation of the results registered during the research.
Descubro, redescubro e interpreto: guía interactiva para el aprendizaje de la geografía física” con estudiantes de 5to grado del colegio rural José Celestino Mutis
(Universidad La Gran Colombia, 2023) López Palacios, Laura Daniela; Riveros, Marcela; Riveros, Marcela
The purpose of this degree work is to demonstrate the relevance of using innovative, significant and updated didactic strategies in rural educational contexts in relation to pedagogical and disciplinary knowledge, to improve the teaching and learning processes of physical geography. For this reason, this document presents the main research results associated with the design and application of the didactic unit "I discover, rediscover and interpret: an interactive guide for learning physical geography" with fifth grade students from the José Celestino rural school. Mutis, located in Mochuelo Bajo - Ciudad Bolívar, Bogotá D.C. The research was theoretically positioned from the constructivist pedagogical model, methodologically from the contextual ecological paradigm and the didactic planning proposal exposed by Arjona (2010). These theoretical-methodological approaches allowed us to analyze the educational context and design improvement actions based on its needs, achieving an approximation through questionnaires, closed surveys, semi-structured interviews and a review of primary documentary sources. With the application of the aforementioned, it was evidenced that it is possible to generate different pedagogical practices within the geography class, giving relevance to innovative learning and addressing environmental problems present in the local and national context.
Photollage: Taller sobre el collage fotográfico para apreciar y reconocer el patrimonio cultural material de la localidad de La Candelaria
(Universidad La Gran Colombia, 2023) Castañeda Castañeda, Stewar; Gómez Morales, Andrés Guillermo; Martínez Granados, Jhon Alexander; Cifuentes Cruz, William
This creation monograph is the product of the execution of the Photollage pedagogical workshop with the eighth-grade students of the Liceo Julio Cesar García school in the city of Bogotá with the purpose of generating appreciation and recognition of the historical and architectural transformations of the Movable and Material Cultural Heritage. Real estate of the town of La Candelaria from the 20th century to the present as a historical element of Colombia, using photocollage to provide a critical and reflective analysis through a comparison of old and recent photographs of the assets of cultural interest of the Núñez and Bolívar squares respectively: First Cathedral of Colombia, the House of the Communards, the San Bartolomé School, the Museum of Independence, the Palace of Justice, the National Astronomical Observatory, the National Capitol, the House of Nariño and the statues of Rafael Núñez and Antonio Narino. This workshop consisted first of all in a brief exposition of each of these goods by the research teacher Stewar Castañeda Castañeda, in which the students participated with their previous knowledge and proceeded to take pictures of them. Next, in the classroom they put together a photo collage with these photographs and with those they took from the Internet that denote the age of these historical elements. Finally, the students provided a critical and reflective analysis of its evolution and the importance of its conservation.
Percepciones de un grupo de adultos mayores sobre estrategias de estimulación de la memoria a través de referentes históricos
(Universidad La Gran Colombia, 2022) Cortes Farfan, Juan Sebastián; López, Lorena
The purpose of this research was to analyze the perceptions of a group of adults whose ages range from 62 to 70, about memory strategies through historical incidents of the second half of the 20th century in Colombia. The researcher carried out four sessions where the aim was to analyze the perception from the participants about some strategies to foster memory. By means of some instruments to collect data; for instance:surveys, artifacts and journals; the investigator was able to observe the perceptions of the participants in regards to memory. The results indicate that to foster memory , it is important to take into account emotions because they can enhance meaningful learning . At the end of the research project,the reader will find some suggestions to continue with this research proposal
¡Previniendo los desastres en la escuela! El libro pop-up: un recurso didáctico para la enseñanza de la prevención de desastres en la escuela
(Universidad La Gran Colombia, 2022) Ramón Mendoza, Luz Adriana; Malpica Capacho, Alonso
Disaster prevention is defined as the measures or actions taken to prevent an event from becoming a disaster, as well as to reduce the vulnerability of people to them. Therefore, disaster prevention begins by understanding and knowing what are the threats and risks to which a society is show, to generate plans or strategies that allow the reduction of threats and risks that can harm the community. The objective of this research work is: "to propose as a didactic resource a pop-up book for children from 8 to 10 years old that encourages the teaching of disaster prevention at the Enrique Olaya Herrera school." and through the question how to approach within the educational field the teaching of disaster prevention for children from 8 to 10 years of the Enrique Olaya Herrera school? pretends to show the importance of this type of teaching within the educational sector. To develop it, many documents and texts related to the subject were taken into account, as well as the implementation of different workshops and didactics that made it possible to design a didactic resource such as the pop-up book; which can facilitates teaching about disaster prevention in children within the educational sector, supporting and promoting the need to learn about a culture of prevention that makes children the new agents of change in the event of a disaster in their social and school environment.
Mozaik 3D RV-School Cartilla pedagógica para la enseñanza de la antigua Grecia a través de una pedagogía multimedia interactiva
(Universidad La Gran Colombia, 2021) Mejía, Alejandro Augusto; Aguilar, Javier Enrique
This research presents some theoretical and methodological dispositions on interactive multimedia pedagogy, as an alternative for the teaching of social sciences in the degrees corresponding to the third cycle of education in Colombia. However, it also shows the commitment that the 21st century school is heading towards with the development of digital technologies such as VR (virtual reality), becoming a tool that will allow teachers to enhance, stimulate and interact with the skills and processes of training of students, to achieve meaningful learning through direct experiences that new technologies recreate for us. On the other hand, this work also clearly specifies about interactive pedagogy, where a moment of the technological field is dispensed with to focus on the needs and capacities of each student, in order to generate interactive knowledge where the school community is the one to build and mediate knowledge that revolves around the social sciences.
“La Quinta”: lugar en donde las dinámicas socioculturales se materializan
(Universidad La Gran Colombia, 2022) Rodríguez Chavarro, Juan José; Barragán Pantoja, Alexandra Sofia; Vargas Giraldo, Jhon Alejandro; Vargas Giraldo, Jhon Alejandro
The main objective of the following investigative work is to develop a pedagogical tool in which we will use the mechanics and resources that role-playing games offers to the teaching processes about the cultural history using the exhibition of the “Casa Quinta de Bolívar” Museum. To meet that objective, we analyzed several documents that have allowed us to create a brief historiographical balance on which this tool is based, as well as different sources referring to educational usage of the resources of the gamification and the didactics of history. This proposal has the objective of encouraging a teaching methodology based on the guidelines of the EBA and the DBA, as well as on the constructivist pedagogical model, which encourages a critical analysis of the different dynamics that have guided the political and cultural structures of our territory, and how those elements have influenced the different institutions that administer it.
Viaje a la Vorágine: Explorando la selva colombiana durante la fiebre del caucho. Una herramienta pedagógica
(Universidad La Gran Colombia, 2022) Cifuentes Trujillo, Viviana; Aguilar Galindo, Javier Enrique
This work focuses on the articulation between literature and the teaching of Social Sciences in relation to the work La Vorágine, through which the aim is to learn about the landscape of the eastern plains and the Colombian jungle during the rubber fever phenomenon. In addition, as a result of this articulation, a pedagogical proposal for the construction of social thinking was developed. Thus, the development of the work begins with the identification of the spatial-temporal characteristics described in the novel, then the landscape is analyzed under the idea that it is a cultural construction, followed by an understanding of the facts described in historical, cultural and social terms. Finally, a pedagogical proposal will be elaborated to articulate the previous steps towards the construction of social thinking. Thus, the research route is that of interpretation based on the analytical-synthetic method, in order to break down the historical and geographical information given in La Vorágine and compare it with other documentary sources, which will allow an analysis of the phenomenon of the rubber fever articulated with the meanings originated from the reading.
Diseño de una ruta pedagógica sobre la reconstrucción de la memoria histórica e identidad del territorio de Tocancipá para la casa de la cultura
(Universidad La Gran Colombia, 2021) Velasquez Peña, Alejandro; Díaz Rodríguez, Gustavo Adolfo; Prieto Gutiérrez, Miguel Àngel; Valencia Vargas, Karen Sofía
In this document the pedagogical proposal based on the environmental, cultural, social and political problems that arise in the territory of the municipality of Tocancipá is elaborated, this process has the support of the house of culture of the municipality under study, which It will provide spaces and human capital for the collection of data and construction of knowledge. The following research aims to build a pedagogical route strategically supported from 8 points in the territory to rescue this category within the development and mental structure of young students of the house of culture of the municipality of Tocancipá, achieving a paradigmatic transformation and of the Imaginary of the young man and inhabitant of Tocancipeño within the framework of the state and environmental and territorial dynamics, attesting to how economic and anthropic activities in general damage and transform the environment and the landscape in general. During the development of the pedagogical proposal of the route, it will be possible to find conceptual elements that will be available as analytical tools, which will allow making precise distinctions between the fundamental concepts to support the same proposal, as they are; Industrialization, house of culture, migration and urban growth, changes in land use and pollution. This being the central axes for which we have decided to delve into during the pedagogical proposal, always being illiterate under the guidelines of the standards and basic competencies of the MEN in the area of social sciences (spatial and environmental relations).
Punto Cadeneta Juntos, tejiendo el borde urbano entre Mosquera y Funza Cundinamarca: Una propuesta desde la educación comunitaria
(Universidad La Gran Colombia, 2021) Romero, Kaira; Segura, Mateo; Riveros, Marcela
This document gathers the results of a research aimed at recognizing why the proposal "Punto Cadeneta Juntos, kniting the urban edge between Mosquera and Funza Cundinamarca" encourages practices that allow the resignification of urban spaces. For this purpose, it was theoretically based on the principles of community education, using qualitative research techniques such as semi-structured interviews, surveys and workshops that allowed an approach with the community around the resignification of the urban edge. The application of the proposal allowed concluding that community education as an educational strategy contributes to make people feel related and re-signify the urban edge and become participating agents in the solution of the problems that occur there, at the same time it opens a way to understand that the learning scenarios in favor of care are also made outside the educational institutions, proposing actions for improvement and care.
El humedal Jaboque como herramienta de enseñanza para estudiantes de grado cuarto del Colegio General Santander a través del aprendizaje significativo
(Universidad La Gran Colombia, 2021) Díaz Vega, Ángela Zulay; Valencia, Karen; Romero, Diego; Valencia, Karen
The Jaboque wetland is a place that is located around several neighborhoods and educational institutions located in the town of Engativa. This wetland is important because it is one of the largest wetlands in Bogotá, in addition, it has a large ecosystem and performs several vital functions for the surrounding population as well as for the species that live there. However, there is a lack of awareness of the importance of this wetland in the community. For this reason, the research uses the Jaboque wetland as a resource and fundamental axis for teaching and learning fourth grade students of the General Santander School through meaningful learning. The objective is not only the use of Jaboque wetland as a teaching tool, but the student recognizes this place as a close environment, understands the changes that are taking place in this space so that he can create critical thinking and seek actions that help mitigate environmental problems with the help of meaningful learning. Therefore, the student is not only an observer of his reality, but actively participates to renew and transform it from the knowledge he acquires thanks to his experiences and experiences with the environment. However, the knowledge does not remain independently in the students, since parents and the community in general are expected to be involved in the mitigation of the environmental problem facing the wetland.
El humedal Jaboque como herramienta de enseñanza para estudiantes de grado cuarto del Colegio General Santander a través del aprendizaje significativo
(Universidad La Gran Colombia, 2021) Díaz Vega, Ángela Zulay; Valencia, Karen; Valencia, Karen; Romero, Diego
The Jaboque wetland is a place that is located around several neighborhoods and educational institutions located in the town of Engativa. This wetland is important because it is one of the largest wetlands in Bogotá, in addition, it has a large ecosystem and performs several vital functions for the surrounding population as well as for the species that live there. However, there is a lack of awareness of the importance of this wetland in the community. For this reason, the research uses the Jaboque wetland as a resource and fundamental axis for teaching and learning fourth grade students of the General Santander School through meaningful learning. The objective is not only the use of Jaboque wetland as a teaching tool, but the student recognizes this place as a close environment, understands the changes that are taking place in this space so that he can create critical thinking and seek actions that help mitigate environmental problems with the help of meaningful learning. Therefore, the student is not only an observer of his reality, but actively participates to renew and transform it from the knowledge he acquires thanks to his experiences and experiences with the environment. However, the knowledge does not remain independently in the students, since parents and the community in general are expected to be involved in the mitigation of the environmental problem facing the wetland.
“La pintura como herramienta que media los procesos de aprendizaje en la enseñanza de los proyectos de nación desarrollados durante el siglo XIX en Colombia”.
(Universidad La Gran Colombia, 2020) Malaver Arizmendy, Dannya; Vargas Giraldo, Jhon Alejandro
Nation is a term that has been defined in many different ways because it contains everything related to the construction of a national identity. In Colombian talking about nation demands to talk about 19th century, taking into account from the middle until the end, the country went through two national projects created by two political actors who had the aim of t achieving the same goal, building a hegemonic nation project and spreading that idea about nation, people, the present and the future of the country using the elements contained in the history, literature and painting. In that way, this project proposes designing teaching units for the learning about projects of the nation built during the second half of the 19th century in Colombia. In this teaching unit the painting will be a tool for the improving learning process.
Pedagogía de lo cotidiano. Nuevos retos y desafíos en la educación del siglo XXI
(Universidad La Gran Colombia, 2021) Castro Rodríguez, César Augusto; Andrés Humberto, Salamanca Orcasitas
Pedagogy is a set of knowledge that seeks to have an impact on the educational process in any of the fields in which it is found, in this sense it generates a complex science to study due to the fact that it involves factors such as learning, teaching, pedagogical theories, curricula and epistemological phenomena that seek to understand how human beings learn. In this documentary undergraduate monograph, the pedagogy of everyday life is analysed as a tool for strengthening the teaching-learning process, based on the review of a corpus of pedagogical experiences that reflect the importance of 21st century skills and the didactics of social sciences in classroom scenarios. On the other hand, it is divided into thirteen sections in which the reader will find the summary, the abstract, the introduction, the general objective, the specific objectives, chapter one, chapter two, chapter three, the methodological framework, the conclusion, the didactic sequence or class planning, the bibliographical references and finally the bibliography.

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