New Scenarios, Actors, and Educational Practices Where Coexistence, Diversity, and Culture Are Built
Introduction. Colombia has a variety of territories, people, cultures, political, and religious affiliations; however, it has been affected by a history of violence, inequality, corruption, among other evils, associated with the lack of tolerance for differences and the lack of protection for commun...
- Autores:
-
Rosero-Prada, Ana Lucia
Dominguez-De La Ossa, Elsy
- Tipo de recurso:
- Fecha de publicación:
- 2022
- Institución:
- Universidad Tecnológica de Bolívar
- Repositorio:
- Repositorio Institucional UTB
- Idioma:
- spa
- OAI Identifier:
- oai:repositorio.utb.edu.co:20.500.12585/12401
- Acceso en línea:
- https://hdl.handle.net/20.500.12585/12401
- Palabra clave:
- Trier;
Exercise;
Horizontal Resistance
LEMB
- Rights
- openAccess
- License
- http://creativecommons.org/licenses/by-nc-nd/4.0/
| id |
UTB2_9628b8d7732257216ef3bdb7104a0ebf |
|---|---|
| oai_identifier_str |
oai:repositorio.utb.edu.co:20.500.12585/12401 |
| network_acronym_str |
UTB2 |
| network_name_str |
Repositorio Institucional UTB |
| repository_id_str |
|
| dc.title.es_CO.fl_str_mv |
New Scenarios, Actors, and Educational Practices Where Coexistence, Diversity, and Culture Are Built |
| dc.title.alternative.es_CO.fl_str_mv |
Novos cenários, atores e práticas educativas onde a convivência, a diversidade e a cultura são construídas Nuevos escenarios, actores y prácticas educativas donde se construye la convivencia, la diversidad y la cultura |
| title |
New Scenarios, Actors, and Educational Practices Where Coexistence, Diversity, and Culture Are Built |
| spellingShingle |
New Scenarios, Actors, and Educational Practices Where Coexistence, Diversity, and Culture Are Built Trier; Exercise; Horizontal Resistance LEMB |
| title_short |
New Scenarios, Actors, and Educational Practices Where Coexistence, Diversity, and Culture Are Built |
| title_full |
New Scenarios, Actors, and Educational Practices Where Coexistence, Diversity, and Culture Are Built |
| title_fullStr |
New Scenarios, Actors, and Educational Practices Where Coexistence, Diversity, and Culture Are Built |
| title_full_unstemmed |
New Scenarios, Actors, and Educational Practices Where Coexistence, Diversity, and Culture Are Built |
| title_sort |
New Scenarios, Actors, and Educational Practices Where Coexistence, Diversity, and Culture Are Built |
| dc.creator.fl_str_mv |
Rosero-Prada, Ana Lucia Dominguez-De La Ossa, Elsy |
| dc.contributor.author.none.fl_str_mv |
Rosero-Prada, Ana Lucia Dominguez-De La Ossa, Elsy |
| dc.subject.keywords.es_CO.fl_str_mv |
Trier; Exercise; Horizontal Resistance |
| topic |
Trier; Exercise; Horizontal Resistance LEMB |
| dc.subject.armarc.none.fl_str_mv |
LEMB |
| description |
Introduction. Colombia has a variety of territories, people, cultures, political, and religious affiliations; however, it has been affected by a history of violence, inequality, corruption, among other evils, associated with the lack of tolerance for differences and the lack of protection for communities and minorities. Objective. The study was proposed to unveil the knowledge produced by organizations, their cultural modes of knowledge construction, intercultural learning, practices, and knowledge. As a counter-hegemonic bet, it was proposed to make them visible by considering their territories, life stories, and experiences. Method. The study was conducted from participatory action research, with 38 co-researchers from 13 organizations through pedagogical/research meetings, visits to territories, reflection circles, and interviews. Results. The study identified lines of flight analyzed from the perspective of the decolonization of aesthetic, epistemic manifestations, and the configuration of pedagogy in a territory as a vehicle of relations, the care of oneself and others in common spaces from dialogues, and plurilogical and multicultural practices. Conclusions. It is possible to demonstrate the recognition of an epistemic diversity and another pedagogy, that is, a call for other logics/rupture of the unitary idea of the world. Within the educational process of organizations, it is also possible to find paths to educate differentials, where educational concepts and methods are removed from the past and presented as everyday events that are interrogated in deliberative spaces. © 2022 Universidad Nacional. All rights reserved. |
| publishDate |
2022 |
| dc.date.issued.none.fl_str_mv |
2022 |
| dc.date.accessioned.none.fl_str_mv |
2023-07-21T20:53:13Z |
| dc.date.available.none.fl_str_mv |
2023-07-21T20:53:13Z |
| dc.date.submitted.none.fl_str_mv |
2023 |
| dc.type.coarversion.fl_str_mv |
http://purl.org/coar/version/c_b1a7d7d4d402bcce |
| dc.type.coar.fl_str_mv |
http://purl.org/coar/resource_type/c_2df8fbb1 |
| dc.type.driver.es_CO.fl_str_mv |
info:eu-repo/semantics/article |
| dc.type.hasversion.es_CO.fl_str_mv |
info:eu-repo/semantics/draft |
| dc.type.spa.es_CO.fl_str_mv |
http://purl.org/coar/resource_type/c_6501 |
| status_str |
draft |
| dc.identifier.uri.none.fl_str_mv |
https://hdl.handle.net/20.500.12585/12401 |
| dc.identifier.doi.none.fl_str_mv |
10.15359/ree.26-2.4 |
| dc.identifier.instname.es_CO.fl_str_mv |
Universidad Tecnológica de Bolívar |
| dc.identifier.reponame.es_CO.fl_str_mv |
Repositorio Universidad Tecnológica de Bolívar |
| url |
https://hdl.handle.net/20.500.12585/12401 |
| identifier_str_mv |
10.15359/ree.26-2.4 Universidad Tecnológica de Bolívar Repositorio Universidad Tecnológica de Bolívar |
| dc.language.iso.es_CO.fl_str_mv |
spa |
| language |
spa |
| dc.rights.coar.fl_str_mv |
http://purl.org/coar/access_right/c_abf2 |
| dc.rights.uri.*.fl_str_mv |
http://creativecommons.org/licenses/by-nc-nd/4.0/ |
| dc.rights.accessrights.es_CO.fl_str_mv |
info:eu-repo/semantics/openAccess |
| dc.rights.cc.*.fl_str_mv |
Attribution-NonCommercial-NoDerivatives 4.0 Internacional |
| rights_invalid_str_mv |
http://creativecommons.org/licenses/by-nc-nd/4.0/ Attribution-NonCommercial-NoDerivatives 4.0 Internacional http://purl.org/coar/access_right/c_abf2 |
| eu_rights_str_mv |
openAccess |
| dc.format.extent.none.fl_str_mv |
23 páginas |
| dc.format.mimetype.es_CO.fl_str_mv |
application/pdf |
| dc.publisher.place.es_CO.fl_str_mv |
Cartagena de Indias |
| dc.source.es_CO.fl_str_mv |
Revista Electronica Educare |
| institution |
Universidad Tecnológica de Bolívar |
| bitstream.url.fl_str_mv |
https://repositorio.utb.edu.co/bitstream/20.500.12585/12401/1/1409-4258-ree-26-02-62.pdf https://repositorio.utb.edu.co/bitstream/20.500.12585/12401/2/license_rdf https://repositorio.utb.edu.co/bitstream/20.500.12585/12401/3/license.txt https://repositorio.utb.edu.co/bitstream/20.500.12585/12401/4/1409-4258-ree-26-02-62.pdf.txt https://repositorio.utb.edu.co/bitstream/20.500.12585/12401/5/1409-4258-ree-26-02-62.pdf.jpg |
| bitstream.checksum.fl_str_mv |
798417704b48deeb0de0bd295a25c1df 4460e5956bc1d1639be9ae6146a50347 e20ad307a1c5f3f25af9304a7a7c86b6 01f8e705c984aa67b33016440a56c0cd 2863489f04c88aca9631570e9d15f85e |
| bitstream.checksumAlgorithm.fl_str_mv |
MD5 MD5 MD5 MD5 MD5 |
| repository.name.fl_str_mv |
Repositorio Institucional UTB |
| repository.mail.fl_str_mv |
repositorioutb@utb.edu.co |
| _version_ |
1814021625647988736 |
| spelling |
Rosero-Prada, Ana Luciaa78919fa-6ed1-4a27-a1af-71f251a8b852Dominguez-De La Ossa, Elsyeccbd578-87cc-47bb-8ca2-0c470370724f2023-07-21T20:53:13Z2023-07-21T20:53:13Z20222023https://hdl.handle.net/20.500.12585/1240110.15359/ree.26-2.4Universidad Tecnológica de BolívarRepositorio Universidad Tecnológica de BolívarIntroduction. Colombia has a variety of territories, people, cultures, political, and religious affiliations; however, it has been affected by a history of violence, inequality, corruption, among other evils, associated with the lack of tolerance for differences and the lack of protection for communities and minorities. Objective. The study was proposed to unveil the knowledge produced by organizations, their cultural modes of knowledge construction, intercultural learning, practices, and knowledge. As a counter-hegemonic bet, it was proposed to make them visible by considering their territories, life stories, and experiences. Method. The study was conducted from participatory action research, with 38 co-researchers from 13 organizations through pedagogical/research meetings, visits to territories, reflection circles, and interviews. Results. The study identified lines of flight analyzed from the perspective of the decolonization of aesthetic, epistemic manifestations, and the configuration of pedagogy in a territory as a vehicle of relations, the care of oneself and others in common spaces from dialogues, and plurilogical and multicultural practices. Conclusions. It is possible to demonstrate the recognition of an epistemic diversity and another pedagogy, that is, a call for other logics/rupture of the unitary idea of the world. Within the educational process of organizations, it is also possible to find paths to educate differentials, where educational concepts and methods are removed from the past and presented as everyday events that are interrogated in deliberative spaces. © 2022 Universidad Nacional. All rights reserved.23 páginasapplication/pdfspahttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessAttribution-NonCommercial-NoDerivatives 4.0 Internacionalhttp://purl.org/coar/access_right/c_abf2Revista Electronica EducareNew Scenarios, Actors, and Educational Practices Where Coexistence, Diversity, and Culture Are BuiltNovos cenários, atores e práticas educativas onde a convivência, a diversidade e a cultura são construídasNuevos escenarios, actores y prácticas educativas donde se construye la convivencia, la diversidad y la culturainfo:eu-repo/semantics/articleinfo:eu-repo/semantics/drafthttp://purl.org/coar/resource_type/c_6501http://purl.org/coar/version/c_b1a7d7d4d402bccehttp://purl.org/coar/resource_type/c_2df8fbb1Trier;Exercise;Horizontal ResistanceLEMBCartagena de IndiasAlbán, A. (2015) Sabor, poder y saber: Comida y tiempo en los valles afroandinos de Patía y Chota-Mira. Cited 6 times. Editorial Universidad del CaucaAlberichNistal, T. IAP,redesymapassociales:Desdelainvestigaciónalaintervenciónsocial (2008) Portularia, 8 (1), pp. 131-151. Cited 18 times. https://dialnet.unirioja.es/servlet/articulo?codigo=2797214Álvarez Gallego, A. Del saber pedagógico a los saberes escolares (2015) Pedagogía y saberes, (42), pp. 21-29. Cited 5 times. https://doi.org/10.17227/01212494.42pys21.29Bruner, J. Culture and mind: Their fruitful incommensurability (2008) Ethos, 36 (1), pp. 29-45. Cited 59 times. http://www3.interscience.wiley.com/cgi-bin/fulltext/120176431/PDFSTART doi: 10.1111/j.1548-1352.2008.00002.xCogollo, C. Trayectorias de la sistematización de experiencias. Su constitución como posibilidad de pensar la producción de conocimiento en escenarios académicos (2016) Revista Interamericana de Investigación, Educación y Pedagogía, 9 (1), pp. 53-66. Cited 3 times. https://doi.org/10.15332/s1657-107X.2016.0001.03Fals Borda, O. Pertinencia actual de la educación popular y proyección en los años venideros (2004) La Piragua. La Revista Latinoamericana de Educación y Política, 3 (21), pp. 104-107. Cited 3 times. https://biblioteca.isauroarancibia.org.ar/la-piragua-revista-latinoamericana-y-caribenade-educacion-y-politica-ceaal/Fitzgeral Gómez, M. (2013) La corresponsabilidad desde la mirada de la educación personalizada en el Inem José Celestino Mutis [Tesis de posgrado] Universidad Católica de Manizales https://docplayer.es/44180491-La-corresponsabilidad-desde-la-mirada-de-la-educacionpersonalizada-en-el-inem-jose-celestino-mutis-elaborado-por-melba-fitzgeral-gomez.htmlFraga, E. La comunidad en Walter Mignolo. Cinco dimensiones de un mismo concepto. E-l@tina (2015) Revista electrónica de estudios latinoamericanos, 13 (51), pp. 18-32. https://www.redalyc.org/pdf/4964/496450648002.pdfLoyola Salas, C. I. Experiencia de estudiantes de pregrado en el uso de categorización y triangulación hermenéutica en el enfoque cualitativo (2016) (16 al 18 de noviembre de). Trabajo presentado en el Encuentro Latinoamericano de Metodología de las Ciencias Sociales: Métodos, metodologías y nuevas epistemologías en las ciencias sociales: Desafíos para el conocimiento profundo de nuestra América, Mendoza, Argentina http://www.memoria.fahce.unlp.edu.ar/library?a=d&c=eventos&d=Jev8489LaeducaciónpopularenelsigloXXI.Unaresistenciainterculturaldesde el sur y desde abajo (2015) Praxis&Saber, 6 (12), pp. 97-128. Cited 3 times. MejíaJiménez.M.R https://doi.org/10.19053/22160159.3765Pardo Torres, M. P., Santacruz Pardo, K. T., Ramos Anacona, Y. P., Arango Martínez, C. Conceptos claves en un programa educativo (2010) Avances en Enfermería, 28, pp. 109-109. Cited 2 times. (Especial) https://revistas.unal.edu.co/index.php/avenferm/article/view/21454/22425Rosero Prado, A. L., Chica Lasso, M. F. La práctica educativa. Análisis desde los mecanismos de influencia educativa y la interacción del profesorado y el estudiantado (2013) Itinerario Educativo, 27 (61), pp. 43-64. https://doi.org/10.21500/01212753.1389Rosero Prado, A. L., Lasso Toro, P. Pensamiento de frontera en convivencia e interculturalidad. Aportes desde la sistematización de experiencias (2018) III Bienal latinoamericana y Caribeña de infancias y juventudes agosto). Manizales, Caldas, ColombiaSantos, B. de S. Introducción a las Epistemologías del Sur (2019) Construyendo las epistemologías del sur. Para un pensamientoalternativodealternativas, 1, pp. 303-342. Cited 32 times. En M. P. Meneses, J. A. Nunes, C. L. Añón, A. A. Bonet y N. L. Gomes (Eds), CLACSO https://doi.org/10.2307/j.ctvt6rmq3.11Zuluaga, O. L., Noguera, C. E., Quiceno, H., Saldarriaga, O., Sáenz, J., Martínez, A., Caruso, M., (...), Vitarelli, M. Foucault, la pedagogía y la educación. Pensar de otro modo (2005) . Cited 6 times. Cooperativa Editorial Magisterio https://repositorio.idep.edu.co/flip/index.jsp?pdf=/bitstream/handle/001/188/Foucault%2c%20la%20pedagog%c3%ada%20y%20la%20educaci%c3%b3n%3apensar%20de%20otro%20modo.pdf?sequence=1&isAllowed=yhttp://purl.org/coar/resource_type/c_6501ORIGINAL1409-4258-ree-26-02-62.pdf1409-4258-ree-26-02-62.pdfapplication/pdf362350https://repositorio.utb.edu.co/bitstream/20.500.12585/12401/1/1409-4258-ree-26-02-62.pdf798417704b48deeb0de0bd295a25c1dfMD51CC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; charset=utf-8805https://repositorio.utb.edu.co/bitstream/20.500.12585/12401/2/license_rdf4460e5956bc1d1639be9ae6146a50347MD52LICENSElicense.txtlicense.txttext/plain; charset=utf-83182https://repositorio.utb.edu.co/bitstream/20.500.12585/12401/3/license.txte20ad307a1c5f3f25af9304a7a7c86b6MD53TEXT1409-4258-ree-26-02-62.pdf.txt1409-4258-ree-26-02-62.pdf.txtExtracted texttext/plain82255https://repositorio.utb.edu.co/bitstream/20.500.12585/12401/4/1409-4258-ree-26-02-62.pdf.txt01f8e705c984aa67b33016440a56c0cdMD54THUMBNAIL1409-4258-ree-26-02-62.pdf.jpg1409-4258-ree-26-02-62.pdf.jpgGenerated Thumbnailimage/jpeg7366https://repositorio.utb.edu.co/bitstream/20.500.12585/12401/5/1409-4258-ree-26-02-62.pdf.jpg2863489f04c88aca9631570e9d15f85eMD5520.500.12585/12401oai:repositorio.utb.edu.co:20.500.12585/124012023-07-22 00:18:24.846Repositorio Institucional UTBrepositorioutb@utb.edu.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 |