Análisis de incidencia en la implementación de las UDPROCO por medio de un AVA en el proceso de aprendizaje de la filosofía

El Colegio de Nuestra Señora de la Presentación – Centro es una institución educativa, cuyo modelo pedagógico es la educación personalista, propuesto por Judith León Guevara, siendo apropiado en la institución a través de la mediación pedagógica UDPROCO, la cual se utiliza en las asignaturas de educ...

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Autores:
Flórez Angarita, Darwin Eduardo
Rivera Gómez, Diego Fernando
Tipo de recurso:
Trabajo de grado de pregrado
Fecha de publicación:
2018
Institución:
Universidad Santo Tomás
Repositorio:
Repositorio Institucional USTA
Idioma:
spa
OAI Identifier:
oai:repository.usta.edu.co:11634/19659
Acceso en línea:
http://hdl.handle.net/11634/19659
http://dx.doi.org/10.15332/tg.pre.2018.00367
Palabra clave:
Pedagogía
Aprendizaje
Técnicas de enseñanza
Pedagogía
Didáctica
Filosofía
Rights
openAccess
License
Atribución-NoComercial-SinDerivadas 2.5 Colombia
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dc.title.spa.fl_str_mv Análisis de incidencia en la implementación de las UDPROCO por medio de un AVA en el proceso de aprendizaje de la filosofía
title Análisis de incidencia en la implementación de las UDPROCO por medio de un AVA en el proceso de aprendizaje de la filosofía
spellingShingle Análisis de incidencia en la implementación de las UDPROCO por medio de un AVA en el proceso de aprendizaje de la filosofía
Pedagogía
Aprendizaje
Técnicas de enseñanza
Pedagogía
Didáctica
Filosofía
title_short Análisis de incidencia en la implementación de las UDPROCO por medio de un AVA en el proceso de aprendizaje de la filosofía
title_full Análisis de incidencia en la implementación de las UDPROCO por medio de un AVA en el proceso de aprendizaje de la filosofía
title_fullStr Análisis de incidencia en la implementación de las UDPROCO por medio de un AVA en el proceso de aprendizaje de la filosofía
title_full_unstemmed Análisis de incidencia en la implementación de las UDPROCO por medio de un AVA en el proceso de aprendizaje de la filosofía
title_sort Análisis de incidencia en la implementación de las UDPROCO por medio de un AVA en el proceso de aprendizaje de la filosofía
dc.creator.fl_str_mv Flórez Angarita, Darwin Eduardo
Rivera Gómez, Diego Fernando
dc.contributor.advisor.spa.fl_str_mv Obando, Wilman Thomas
dc.contributor.author.spa.fl_str_mv Flórez Angarita, Darwin Eduardo
Rivera Gómez, Diego Fernando
dc.contributor.googlescholar.spa.fl_str_mv https://scholar.google.com/citations?user=zHfWit0AAAAJ&hl=es
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dc.subject.lemb.spa.fl_str_mv Pedagogía
Aprendizaje
Técnicas de enseñanza
topic Pedagogía
Aprendizaje
Técnicas de enseñanza
Pedagogía
Didáctica
Filosofía
dc.subject.proposal.spa.fl_str_mv Pedagogía
Didáctica
Filosofía
description El Colegio de Nuestra Señora de la Presentación – Centro es una institución educativa, cuyo modelo pedagógico es la educación personalista, propuesto por Judith León Guevara, siendo apropiado en la institución a través de la mediación pedagógica UDPROCO, la cual se utiliza en las asignaturas de educación básica entre las que se encuentra la Filosofía, la cual es abordada durante los grados 10° y 11°. A través de la observación diagnostica realizada durante el desarrollo de la práctica pedagógica, se pudo constatar que la UDPROCO se veía limitada por la implementación que se tenía, lo cual no permitía un desarrollo completo de los objetivos que propuestos por León (2001) dentro de la institución, además del insuficiente desarrollo de las competencias propuestas por el MEN para el aprendizaje de la filosofía. Con esta problemática presentada, se decide proponer una nueva implementación de la UDPROCO por medio de un AVA, debido a que se enfrenta a una población nativa digital y en diferentes estudios, abordados en el estado de la cuestión, se puede evidenciar la incidencia que tienen las TIC dentro de las problemáticas educativas. De allí surge la pregunta de la investigación: ¿cuál es la incidencia de la implementación de las UDPROCO mediante un AVA, en el aprendizaje de la filosofía, con los estudiantes del grado Décimo del Colegio de Nuestra Señora de la Presentación – Centro
publishDate 2018
dc.date.issued.spa.fl_str_mv 2018
dc.date.accessioned.spa.fl_str_mv 2019-11-07T17:24:29Z
dc.date.available.spa.fl_str_mv 2019-11-07T17:24:29Z
dc.type.local.spa.fl_str_mv Trabajo de grado
dc.type.version.none.fl_str_mv info:eu-repo/semantics/acceptedVersion
dc.type.category.spa.fl_str_mv Formación de Recurso Humano para la Ctel: Trabajo de grado de Pregrado
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dc.identifier.citation.spa.fl_str_mv Flórez Angarita, D. E., & Rivera Gómez, D. F. (2018). Análisis de incidencia en la implementación de las UDPROCO por medio de un AVA en el proceso de aprendizaje de la filosofía . Bogotá (Colombia): Universidad Santo Tomás.
dc.identifier.uri.none.fl_str_mv http://hdl.handle.net/11634/19659
dc.identifier.doi.none.fl_str_mv http://dx.doi.org/10.15332/tg.pre.2018.00367
dc.identifier.reponame.spa.fl_str_mv reponame:Repositorio Institucional Universidad Santo Tomás
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identifier_str_mv Flórez Angarita, D. E., & Rivera Gómez, D. F. (2018). Análisis de incidencia en la implementación de las UDPROCO por medio de un AVA en el proceso de aprendizaje de la filosofía . Bogotá (Colombia): Universidad Santo Tomás.
reponame:Repositorio Institucional Universidad Santo Tomás
instname:Universidad Santo Tomás
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url http://hdl.handle.net/11634/19659
http://dx.doi.org/10.15332/tg.pre.2018.00367
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repository.name.fl_str_mv Repositorio Universidad Santo Tomás
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spelling Obando, Wilman ThomasFlórez Angarita, Darwin EduardoRivera Gómez, Diego Fernandohttps://scholar.google.com/citations?user=zHfWit0AAAAJ&hl=eshttps://scienti.colciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=00014512912019-11-07T17:24:29Z2019-11-07T17:24:29Z2018Flórez Angarita, D. E., & Rivera Gómez, D. F. (2018). Análisis de incidencia en la implementación de las UDPROCO por medio de un AVA en el proceso de aprendizaje de la filosofía . Bogotá (Colombia): Universidad Santo Tomás.http://hdl.handle.net/11634/19659http://dx.doi.org/10.15332/tg.pre.2018.00367reponame:Repositorio Institucional Universidad Santo Tomásinstname:Universidad Santo Tomásrepourl:https://repository.usta.edu.coEl Colegio de Nuestra Señora de la Presentación – Centro es una institución educativa, cuyo modelo pedagógico es la educación personalista, propuesto por Judith León Guevara, siendo apropiado en la institución a través de la mediación pedagógica UDPROCO, la cual se utiliza en las asignaturas de educación básica entre las que se encuentra la Filosofía, la cual es abordada durante los grados 10° y 11°. A través de la observación diagnostica realizada durante el desarrollo de la práctica pedagógica, se pudo constatar que la UDPROCO se veía limitada por la implementación que se tenía, lo cual no permitía un desarrollo completo de los objetivos que propuestos por León (2001) dentro de la institución, además del insuficiente desarrollo de las competencias propuestas por el MEN para el aprendizaje de la filosofía. Con esta problemática presentada, se decide proponer una nueva implementación de la UDPROCO por medio de un AVA, debido a que se enfrenta a una población nativa digital y en diferentes estudios, abordados en el estado de la cuestión, se puede evidenciar la incidencia que tienen las TIC dentro de las problemáticas educativas. De allí surge la pregunta de la investigación: ¿cuál es la incidencia de la implementación de las UDPROCO mediante un AVA, en el aprendizaje de la filosofía, con los estudiantes del grado Décimo del Colegio de Nuestra Señora de la Presentación – CentroLicenciado en Filosofía, Pensamiento Político y Económicohttp://www.ustadistancia.edu.co/?page_id=3956Pregradoapplication/pdfspaUniversidad Santo TomásPregrado Licenciatura en Filosofía, Pensamiento Político y EconómicoFacultad de EducaciónAtribución-NoComercial-SinDerivadas 2.5 Colombiahttp://creativecommons.org/licenses/by-nc-nd/2.5/co/Abierto (Texto Completo)info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2Análisis de incidencia en la implementación de las UDPROCO por medio de un AVA en el proceso de aprendizaje de la filosofíaPedagogíaAprendizajeTécnicas de enseñanzaPedagogíaDidácticaFilosofíaTrabajo de gradoinfo:eu-repo/semantics/acceptedVersionFormación de Recurso Humano para la Ctel: Trabajo de grado de Pregradohttp://purl.org/coar/resource_type/c_7a1finfo:eu-repo/semantics/bachelorThesisCRAI-USTA DuadAigneren, M. (2002). La técnica de recolección de información mediante los grupos focales. La Sociología en sus Escenarios.Aigneren, M. (2004). Análisis e interpretación de datos. UNIVERSIDAD DE ANTIOQUIA, Centro de Estudios de Opinión.Aparicio, G. Ó. (2015). Las TIC como herramienta cognitiva para la investigación escolar. Barcelona.Aparicio, G. Ó. (2016). Ambientes virtuales de aprendizaje. El Uso Educativo de las TIC, 115-124.Arévalo, M. A. (2015). Las TIC´s aplicadas a la enseñanza del Desarrollo del Pensamiento Filosófico para primero de bachillerato del Colegio “Promoción Social Integral del Austro” de la ciudad de Cuenca, provincia del Azuay. Cuenca, Ecuador: Universidad de CuencaArroyo, J. (2010). La evaluación en Filosofía: procesos de aprendizaje y de enseñanza, estrategias y técnicas de evaluación. En L. M. Cifuentes, & J. M. Gutiérrez, Didáctica de la filosofía (págs. 59-84). Barcelona: Graó.Binaburo, J. A. (2010). Filosofía: investigación, innovación y buenas prácticas. En L. M. Cifuentes, & J. M. Gutiérrez, Filosofía: investigación, innovación y buenas prácticas (págs. 141-164). Barcelona: GraóBlaxter, L., Hughes, C., & Tight, M. (2015). Cómo se investiga. Barcelona: GRAÓ.Cámara, S. M. (2006). El uso de una plataforma virtual como recurso didáctico en la asignatura de filosofía. UNIVERSIDAD AUTÓNOMA DE BARCELONA, Bellaterra.Cerda, H. (1991). Los elementos de la investigación. Bogotá: El BuhoChica, C. F. (2010). Factores de la enseñanza que favorecen el aprendizaje autónomo en torno a las actividades de aprendizaje. Reflexiones Teológicas (6), 167-195.Chica, C. F. (2016). Didáctica de la pedagogía del aprendizaje autónomo. Granada: Editorial académica española.Cifuentes, L. M. (2010). La reflexión sobre la prática docente como eje de la innovación y la investigación filosóficas. En L. M. Cifuentes, & J. M. Gutiérrez, Filosofía: investigación, innovación y buenas prácticas (págs. 9-29). Barcelona: GraóCogollo Rodriguez, G. A., & Hernandez Martínez, I. J. (2011). Incidencia de la didáctica y la NTIC en la enseñanza-aprendizaje de la filosofía en el siglo XXI. Monografía para optar al título profesional en la Licenciatura de Lengua Castellana, Inglés y Francés., Bogotá. Obtenido de http://repository.lasalle.edu.co/bitstream/handle/10185/8063/T26.11%20C676i.pdf?sequence=1Colprecentro. (2017). Documento interno. Colegio de Nuestra Señora de la Presentación - Centro.De Zubiria, S. J. (2014). Cómo diseñar un currículo por competencias. Bogotá, Colombia: MagisterioDi Capua, M. (2010). La enseñanza de la filosofía con TIC. Escuela Normal Superior Juan María Gutiérrez.Echeverría, R. (2009). Ontología del Lenguaje. Patagonia - Comunicaciones Noreste.Fernández, A., Gutiérrez, P., & Tabasso, E. (2016). Humanizar la utilización de las tic en educación. Madrid: Dykinson.Gaitán, R. C., López, E. A., Quintero, M., & Salazar, W. (2010). Orientaciones Pedagógicas para la Filosofía en la Educación Media. Bogotá: Ministerio de Educación NacionalGamboa, S. S. (2005). Creatividad y entornos virtuales de aprendizaje. Bogotá: Universidad Pedagógica Nacional.García, F., Portillo, J., Romo, J., & Benito, M. (2007). Nativos digitales y modelos de aprendizaje. Bilbao: Universidad del País VascoGómez, M. M. (2015). Enseñar Filosofía. Pereira: Universidad Tecnológica de PereiraGonzález, D. (2015). Didáctica o dirección del aprendizaje. Bogotá: Magisterio. 2da Ed.Gutiérrez, J. M. (2010). La función docente y la enseñanza filosófia. En L. M. Cifuentes, & J. M.Gutiérrez, Didáctica de la filosofía (págs. 37-58). Barcelona: Graó. icesi.edu.co. (s.f.). www.icesi.edu.co. Obtenido de http://www.icesi.edu.co/blogs/egatic/2009/05/21/web-20-web-30-y-web-40/Lafrancesco, G. (2003). La Investigación en Educación y Pedagogía. La Investigación en Educación y Pedagogía: Cooperativa Editorial Magisterio.Lakkala, M., Ilomäki, L., & Palonen, T. (2007). Implementing virtual, collaborative inquirí practices in a middle school context. Behaviour & Information Technology, 26(1), 37-53León, G. J. (2001). La Unidad de Producción de Conocimiento UDPROCO, una mediación pedagógica para la formación en educación superior. Bogotá: Universidad Católica de Manizales.López, C. M. (2013). Aprendizaje, competencias y TIC. México: Pearson EducationMarín, G. J. (2016). La investigación en educación y pedagogía. Bogotá: Ediciones USTAMinisterio de Educación Nacional De Colombia. (s.f.). www.mineducacion.gov.co Obtenido de https://www.mineducacion.gov.co/cvn/1665/articles-336355_archivo_pdf.pdfMoodle, c. (27 de julio de 2017). Moodle. Obtenido de Moodle: https://moodle.org/Mounier, E. (1972). Manifiesto al servicio del personalismo (Tercera ed.). Madrid, España: Taurus Ediciones S.A.Mounier, E. (1996). El personalismo (Quinta ed.). Bogotá: Nueva América.Palacio, S. Y. (2015). Propuesta para fortalecer el proceso de enseñanza-aprendizaje en la cátedra de filosofía para el grado 10º de la Institución Educativa Liceo Cooperativo Campestre (LCC) de la ciudad de Sogamoso a través del uso de las TIC. UNIVERSIDAD NACIONAL ABIERTA Y A DISTANCIA, Boyacá. Sogamoso: UNAD. Obtenido de repository.unad.edu.coPáramo, P. (2013). La investigación en Ciencias Sociales. Bogotá: Universidad Piloto de ColombiaPáramo, P., & Arango, M. (2008). Cuestionarios. En P. Páramo, La investigación en ciencias sociales. Técnicas de recolección de información. (págs. 55-84). Bogotá: Universidad Piloto de Colombia.Paredes Oviedo, D. M., & Villa Restrepo, V. (enero - junio de 2013). Enseñanza de la filosofía en Colombia: hacia un enfoque multisensorial en el campo didáctico. Nodos y nudos, 4(34), 37- 48. Obtenido de http://revistas.pedagogica.edu.co/Parra, C. (2013). La Investigación-Acción Educativa: Origen y Tendencias. En P. Páramo, La Investigación en Ciencias Sociales: Estrategias de Investigación (págs. 269-290). Bogotá: Universidad Piloto de Colombia.Peña, C. W. (2009). El estudio de caso como recurso metodológico apropiado a la investigación en ciencias sociales. Revista Educación y Desarrollo Social, 3(2), 180-195. Obtenido de http://www.unimilitar.edu.co/documents/63968/80127/RevArt13Vol3No2.pdfPichel, J. (2010). Didáctica de Educación para la ciudadanía y los derechos humanos: planificación, estrategias y recursos didácticos, evaluación. En L. M. Cifuentes, & J. M. Gutiérrez, Didáctica de la filosofía (págs. 143-162). Barcelona: Graó.Revenga, A., Arroyo, J., De Dios Lasterra, J., Merchán, C., Olivé, E., Pichel, J., & Cifuentes, L. M. (2016). Didáctica de la filosofía (1 ed.). (C. y. Ministerio de Educación, Ed.) Obtenido de https://uned.xebook.es/Record/Xebook1-1850Sarbach, A. (2016). Filosofar con jóvenes. En L. Cifuentes, & J. Gutiérrez, Filosofía: investigación, innovación y buenas prácticas (págs. 83-100). Barcelona: Editorial GRAÓ.Silva, Q. J. (2011). Diseño y moderación de entornos virtuales de aprendizaje (eva). Editorial UOCTorres, C. A. (2004). Por una investigación desde el margen. Bogotá: UPN, Universidad Pedagógica Nacional.UNESCO. (2011). La filosofía una escuela de la libertad. Mexico D.F.Vargas, G. (2011). Las TIC en la investigación y la enseñanza de la filosofía. Bogotá: Universidad Pedagógica NacionalVasilachis, d. G. (2009). Estrategias de investigación cualitativa. Barcelona: GedisaVillalobos, P.-C. E. (2014). Didáctica Integrativa y el proceso de aprendizaje. México: Editorial TrillasYepes CE., Molina DP. (2015). La comparación en el análisis de la investigación cualitativa con teoría fundada. Rev. Fac. Nac. Salud Pública 33 (supl 1). 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