Genealogical analysis of teacher formation between the 1920s to 1980s in Colombia
ilustraciones, gráficos, tablas
- Autores:
-
Cardona Núñez, Diego Fernando
Forero Castro, Juan Felipe
- Tipo de recurso:
- Trabajo de grado de pregrado
- Fecha de publicación:
- 2023
- Institución:
- Unidad Central del Valle del Cauca
- Repositorio:
- Repositorio Institucional - Unidad Central del Valle del Cauca
- Idioma:
- spa
- OAI Identifier:
- oai:repositorio.uceva.edu.co:20.500.12993/4246
- Acceso en línea:
- http://hdl.handle.net/20.500.12993/4246
- Palabra clave:
- Colombia
Pedagogy
Identity
Culture
Historical analysis
Qualitative research
Document analysis
- Rights
- openAccess
- License
- Derechos reservados - Unidad Central del Valle del Cauca
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Genealogical analysis of teacher formation between the 1920s to 1980s in Colombia |
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Genealogical analysis of teacher formation between the 1920s to 1980s in Colombia |
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Genealogical analysis of teacher formation between the 1920s to 1980s in Colombia Colombia Pedagogy Identity Culture Historical analysis Qualitative research Document analysis |
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Genealogical analysis of teacher formation between the 1920s to 1980s in Colombia |
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Genealogical analysis of teacher formation between the 1920s to 1980s in Colombia |
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Genealogical analysis of teacher formation between the 1920s to 1980s in Colombia |
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Genealogical analysis of teacher formation between the 1920s to 1980s in Colombia |
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Genealogical analysis of teacher formation between the 1920s to 1980s in Colombia |
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Cardona Núñez, Diego Fernando Forero Castro, Juan Felipe |
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Peñaranda Gómez, Larry |
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Cardona Núñez, Diego Fernando Forero Castro, Juan Felipe |
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Larry Peñaranda Gómez [0000-0003-3493-0399] |
| dc.subject.proposal.spa.fl_str_mv |
Colombia |
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Colombia Pedagogy Identity Culture Historical analysis Qualitative research Document analysis |
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Pedagogy Identity Culture Historical analysis Qualitative research Document analysis |
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Arias, F. (2010). Emergencia del hombre en la formación de maestros y maestras en Colombia. Revista Latinoaméricana de ciencias sociales, niñez y juventud. Ávila Caicedo, L., Cortes Ibáñez, A., & Nieto Delgado, M. (2009). Construcción del saber pedagógico. Bogotá: Universidad de La Salle. Bayona Rodríguez, H., & Urrego Rey, L. (2019). 240 años de profesión docente en Colombia. Bogotá: Educación y ciudad. Bushnell, D. (2007). Colombia. Una nación a pesar de sí misma. Bogotá: Planeta. Centeno, S. (2016). Guía de investigación en Letras y Ciencias Humanas, Arqueología. Lima, Perú: Dirección de Gestión de la Investigación Díaz Quero, V. (2006). Formación docente, práctica pedagógica y saber pedagógico. Laurus, 88-103. Díaz, S., Barreira , C., & do Rosario Pinheiro, M. (2015). Evaluación del programa Todos a Aprender: Resultados de la evaluación de contexto. REVISTA DE ESTUDIOS E INVESTIGACIÓN EN PSICOLOGÍA Y EDUCACIÓN González, H. (2011). Formación investigativa para la educación. Obtenido de http://revistas.udistrital.edu.co/ojs/index.php/revcie/article/view/3702/5302 Henao Garzón, C. (2014). Análisis arqueológico sobre la formación de docentes universitarios desde la caja de herramientas de herencia Foucaultiana, en el caso de la Universidad Distrital Francisco José de Caldas. Bogotá: Universidad Distrital Francisco José de Caldas. Herrera, M. C. (2005). La formación docente en Colombia: un análisis desde las políticas educativas. Revista de Estudios Sociales, 59-69. Ibarra, H. (1999). Provisional Selves: Experimenting with Image and Identity in Professional Adaptation. Administrative Science Quarterly, 44(4), 764–791. Jiménez Becerra, A. (2018). Historia del pensamiento pedagógico colombiano. Una mirada desde los maestros e intelectuales de la educación. Martinez Boom, A., & Rojas Moncriff, F. (1984). Movimiento pedagógico: Otra escuela otros maestros. Bogotá: Educación y cultura Ministerio de Educación. (30 de Octubre de 1903). EL CONGRESO DE LA REPÚBLICA DE COLOMBIA. Obtenido de https://www.mineducacion.gov.co/1621/articles-102524_archivo_pdf.pdf Ministero de Educación. (14 de septiembre de 1979). MINISTERIO DE EDUCACIÓN. Obtenido de Obtenido de MINISTERIO DE EDUCACION: https://www.mineducacion.gov.co/1621/articles-103879_archivo_pdf.pdf Morey, M. (1983). Lectura de Foucault. Madrid: Taurus. Okuda Benavides, M., & Gómez-Restrepo, C. (2005). Métodos en investigación cualitativa: triangulación. Revista Colombiana de Psiquiatría. Perelló, J. G. (1998). Sistemas de indización aplicados en bibliotecas: clasificaciones, tesauros y encabezamientos de materias. Madrid. Quiceno, H. (2015). Sujeto y subjetividad en las ciencias de la educación en Colombia. El docente, el profesional y el intelectual. Medellín: Grupo Historia de la práctica pedagógica. Ramos Acosta, L. (2019). REFLECTIONS ON THE FOREIGN LANGUAJE TEACHER FORMATION IN COLOMBIA. REVISTA BOLETÍN REDIPE Romero , N., & Villasmil, E. (2017). La Genealogía como método histórico-filosófico para el estudio de la cultura organizacional pública. Creative Commons Saldarriaga, Ó. (1995). Educación y cambio social en Colombia. Bogotá: Fondo Editorial CEREC. Sayago, Z., & Chacón, M. (2006). Las prácticas profesionales en la formación docente: hacia un nuevo diario de ruta. Educere, 55-66. Stets, J., & Burke, P. (2003). A Sociological Approach to Self and Identity. Handbook of Self and Identity. Torres Mesías, A. (2002). Investigar en educación y pedagogía. Pasto: Universidad de Nariño Vickery, B. (1970). Techniques of information retrieval. Londres: Butterworths. Weinberg, A., Balgopal, M., & McMeeking, L. S. (2021). Professional Growth and Identity Development of STEM Teacher Educators in a Community of practice. International Journal of Science and Mathematics Education, 22 Zuluaga, O. (1984). El Maestro y el saber pedagógico en Colombia, 1821-1848. Medellín: Universidad de Antioquia CIED Zuluaga, O. (1999). El saber pedagógico: Experiencias y conceptualizaciones. Medellin: Universidad de Antioquia Zuluaga, O. L. (2006). La formación docente en Colombia: una aproximación histórica. Revista Colombiana de Educación, 98-125. |
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Peñaranda Gómez, LarryCardona Núñez, Diego FernandoForero Castro, Juan FelipeLarry Peñaranda Gómez [0000-0003-3493-0399]Tuluá, Valle del Cauca, ColombiaTuluá2024-04-05T16:33:07Z2024-04-05T16:33:07Z2023http://hdl.handle.net/20.500.12993/4246Instname:Unidad Central del Valle del Caucareponame:Repositorio Institucional Unidad Central del Valle del Caucarepourl:https://repositorio.uceva.edu.co/ilustraciones, gráficos, tablasThis introduction serves as a roadmap for the entire research project, outlining its scope and significance. Throughout life, education has always been an essential part of the process of evolution of humanity, whether due to the need to acquire useful knowledge in the working field, social and personal fields, or academic environments. This research project focuses its efforts on collecting, describing, and analyzing the role of one of the main subjects in the educational field: The teacher and its formation. The teacher has a controversial and permanently changing conception, which is configured not only from the relationship with regulations, laws, school, society, and the cultural events that surround it but also from its ways of being and existing for himself and others. Additionally, the researchers adopted the term ‘teacher formation’ to distinguish it from ‘teacher training’ during the data collection, analysis, and study processes. The term "training" primarily focuses on the acquisition and enhancement of specific skills, whereas "formation" encompasses a more comprehensive educational journey that goes beyond skill development. It should be noted that the purpose of this research is not to retell in chronological order the events that give rise to teacher formation or to describe statutes that have been established over the years to give structure to what concerns pedagogy, but rather to reflect on how the position of the teacher has been since the changes and normative reforms that mention about the teacher and his ways of existing. In addition, how teacher formation has played a fundamental role in the conception of the figure of the teacher, since the constitution and points of view of authors such as Olga Lucia Zuluaga, Alberto Martínez Boom, Oscar Saldarriaga, Rafael Ríos, Martha Cerquera, Humberto Quiceno, among others. The historical approach covers from the second half of the 18th century to the end of the 20th century, that is, a conceptual path that allows the researchers to understand the subject of the teacher from an infinite multiplicity of contexts and historical facts. It is important to clarify that the intention is not to present a historical framework rooted in historical principles, but rather to examine the historical context of teachers in the 20th century. This analysis not only explores the official perspective but also considers the perspectives of teacher unions and academia regarding the changes and transformations that have shaped the teaching profession and its formation in Colombia. Thus, the foundation of the schools brought with it a new perspective on the teacher in Colombia and endowed them with a pedagogical knowledge that not only allowed them to combat illiteracy, which was the norm at the time but also to establish the scientific and academics of a society in progress. The normal schools played a crucial role in paving the path towards higher education institutions, specifically the higher normal schools. Over time, these higher normal schools evolved to encompass faculties of education. This transition marked a shift in their purpose, as they not only focused on teacher formation but also aimed to professionalize and provide extensive teacher training to meet the growing national demands. For this reason, from this point of view, these changes have described some of the edges that arise from the discourses on education are highlighted, and an attempt is made to understand in depth the different stages that the country went through in educational matters and the objectives that are pursued. decreed in the matter of teacher formation. This approach to these events is based on the review of educational policies, that establish the statutes defining the nature of the teacher in the Colombian context throughout the twentieth century.Licenciado (a) en Lenguas Extranjeras con énfasis en InglésPregradoThis research aims to analyze the concept of teacher formation in Colombia between 1920 and 1980. The study focuses on understanding the historical development and challenges faced by teacher formation during this period. The research adopts a qualitative approach with a historical-documentary focus and a descriptive design. It involves a comprehensive review of relevant historical and documentary sources, such as books, research articles, and public policies. The data collected is analyzed using document analysis through different matrixes to gain an in-depth understanding of the topic. The findings reveal scattered insights and varied trends, indicating a lack of consensus on key terms and topics related to teacher formation. The research categorizes the concepts surrounding teacher formation into Education, Pedagogy, Teacher Formation, and Identity, with an emergent category of Culture. The study emphasizes the importance of innovative approaches, research, and reflection for transformative teacher identities and professional development. The research provides practical guidance and recommendations for policymakers, practitioners, and stakeholders in the field of education. By contributing to the existing body of knowledge, the study aims to foster positive change and improve teacher formation in Colombia. term ‘teacher formation’ to distinguish it from ‘teacher training’ during the data collection, analysis, and study processes. The term "training" primarily focuses on the acquisition and enhancement of specific skills, whereas "formation" encompasses a more comprehensive educational journey that goes beyond skill development. It should be noted that the purpose of this research is not to retell in chronological order the events that give rise to teacher formation or to describe statutes that have been established over the years to give structure to what concerns pedagogy, but rather to reflect on how the position of the teacher has been since the changes and normative reforms that mention about the teacher and his ways of existing. In addition, how teacher formation has played a fundamental role in the conception of the figure of the teacher, since the constitution and points of view of authors such as Olga Lucia Zuluaga, Alberto Martínez Boom, Oscar Saldarriaga, Rafael Ríos, Martha Cerquera, Humberto Quiceno, among others. The historical approach covers from the second half of the 18th century to the end of the 20th century, that is, a conceptual path that allows the researchers to understand the subject of the teacher from an infinite multiplicity of contexts and historical facts. It is important to clarify that the intention is not to present a historical framework rooted in historical principles, but rather to examine the historical context of teachers in the 20th century. This analysis not only explores the official perspective but also considers the perspectives of teacher unions and academia regarding the changes and transformations that have shaped the teaching profession and its formation in Colombia.PDF72 páginasapplication/pdfspaDerechos reservados - Unidad Central del Valle del Caucahttp://creativecommons.org/licenses/by-nc-nd/4.0Atribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)info:eu-repo/semantics/openAccessAbierto (Texto Completo)http://purl.org/coar/access_right/c_abf2Genealogical analysis of teacher formation between the 1920s to 1980s in Colombiabachelor thesisTesis/Trabajo de grado - Monografía - Pregradohttp://purl.org/coar/resource_type/c_7a1fTextinfo:eu-repo/semantics/bachelorThesisinfo:eu-repo/semantics/acceptedVersionLicenciatura en Lenguas Extranjeras con énfasis en InglésFacultad de Ciencias de la EducaciónColombiaPedagogyIdentityCultureHistorical analysisQualitative researchDocument analysisArias, F. (2010). Emergencia del hombre en la formación de maestros y maestras en Colombia. Revista Latinoaméricana de ciencias sociales, niñez y juventud.Ávila Caicedo, L., Cortes Ibáñez, A., & Nieto Delgado, M. (2009). Construcción del saber pedagógico. Bogotá: Universidad de La Salle.Bayona Rodríguez, H., & Urrego Rey, L. (2019). 240 años de profesión docente en Colombia. Bogotá: Educación y ciudad.Bushnell, D. (2007). Colombia. Una nación a pesar de sí misma. Bogotá: Planeta.Centeno, S. (2016). Guía de investigación en Letras y Ciencias Humanas, Arqueología. Lima, Perú: Dirección de Gestión de la InvestigaciónDíaz Quero, V. (2006). Formación docente, práctica pedagógica y saber pedagógico. Laurus, 88-103.Díaz, S., Barreira , C., & do Rosario Pinheiro, M. (2015). Evaluación del programa Todos a Aprender: Resultados de la evaluación de contexto. REVISTA DE ESTUDIOS E INVESTIGACIÓN EN PSICOLOGÍA Y EDUCACIÓNGonzález, H. (2011). Formación investigativa para la educación. Obtenido de http://revistas.udistrital.edu.co/ojs/index.php/revcie/article/view/3702/5302Henao Garzón, C. (2014). Análisis arqueológico sobre la formación de docentes universitarios desde la caja de herramientas de herencia Foucaultiana, en el caso de la Universidad Distrital Francisco José de Caldas. Bogotá: Universidad Distrital Francisco José de Caldas.Herrera, M. C. (2005). La formación docente en Colombia: un análisis desde las políticas educativas. Revista de Estudios Sociales, 59-69.Ibarra, H. (1999). Provisional Selves: Experimenting with Image and Identity in Professional Adaptation. Administrative Science Quarterly, 44(4), 764–791.Jiménez Becerra, A. (2018). Historia del pensamiento pedagógico colombiano. Una mirada desde los maestros e intelectuales de la educación.Martinez Boom, A., & Rojas Moncriff, F. (1984). Movimiento pedagógico: Otra escuela otros maestros. Bogotá: Educación y culturaMinisterio de Educación. (30 de Octubre de 1903). EL CONGRESO DE LA REPÚBLICA DE COLOMBIA. Obtenido de https://www.mineducacion.gov.co/1621/articles-102524_archivo_pdf.pdfMinistero de Educación. (14 de septiembre de 1979). MINISTERIO DE EDUCACIÓN. Obtenido de Obtenido de MINISTERIO DE EDUCACION: https://www.mineducacion.gov.co/1621/articles-103879_archivo_pdf.pdfMorey, M. (1983). Lectura de Foucault. Madrid: Taurus.Okuda Benavides, M., & Gómez-Restrepo, C. (2005). Métodos en investigación cualitativa: triangulación. Revista Colombiana de Psiquiatría.Perelló, J. G. (1998). Sistemas de indización aplicados en bibliotecas: clasificaciones, tesauros y encabezamientos de materias. Madrid.Quiceno, H. (2015). Sujeto y subjetividad en las ciencias de la educación en Colombia. El docente, el profesional y el intelectual. Medellín: Grupo Historia de la práctica pedagógica.Ramos Acosta, L. (2019). REFLECTIONS ON THE FOREIGN LANGUAJE TEACHER FORMATION IN COLOMBIA. REVISTA BOLETÍN REDIPERomero , N., & Villasmil, E. (2017). La Genealogía como método histórico-filosófico para el estudio de la cultura organizacional pública. Creative CommonsSaldarriaga, Ó. (1995). Educación y cambio social en Colombia. Bogotá: Fondo Editorial CEREC.Sayago, Z., & Chacón, M. (2006). Las prácticas profesionales en la formación docente: hacia un nuevo diario de ruta. Educere, 55-66.Stets, J., & Burke, P. (2003). A Sociological Approach to Self and Identity. Handbook of Self and Identity.Torres Mesías, A. (2002). Investigar en educación y pedagogía. Pasto: Universidad de NariñoVickery, B. (1970). Techniques of information retrieval. Londres: Butterworths.Weinberg, A., Balgopal, M., & McMeeking, L. S. (2021). Professional Growth and Identity Development of STEM Teacher Educators in a Community of practice. International Journal of Science and Mathematics Education, 22Zuluaga, O. (1984). El Maestro y el saber pedagógico en Colombia, 1821-1848. Medellín: Universidad de Antioquia CIEDZuluaga, O. (1999). El saber pedagógico: Experiencias y conceptualizaciones. Medellin: Universidad de AntioquiaZuluaga, O. L. (2006). La formación docente en Colombia: una aproximación histórica. Revista Colombiana de Educación, 98-125.Público generalPregradoEspecializaciónTHUMBNAILCORRECCIONES Informe TDG - Juan Felipe Forero Castro, Diego Fernando Carmona Núñez.pdf.jpgCORRECCIONES Informe TDG - Juan Felipe Forero Castro, Diego Fernando Carmona Núñez.pdf.jpgIM Thumbnailimage/jpeg5677https://repositorio.uceva.edu.co/bitstream/20.500.12993/4246/3/CORRECCIONES%20Informe%20TDG%20-%20Juan%20Felipe%20Forero%20Castro%2c%20Diego%20Fernando%20Carmona%20N%c3%ba%c3%b1ez.pdf.jpgec1364dc552eac04b6987059b33357d5MD53open accessORIGINALCORRECCIONES Informe TDG - Juan Felipe Forero Castro, Diego Fernando Carmona Núñez.pdfCORRECCIONES Informe TDG - Juan Felipe Forero Castro, Diego Fernando Carmona Núñez.pdfTrabajo de grado pregradoapplication/pdf362116https://repositorio.uceva.edu.co/bitstream/20.500.12993/4246/1/CORRECCIONES%20Informe%20TDG%20-%20Juan%20Felipe%20Forero%20Castro%2c%20Diego%20Fernando%20Carmona%20N%c3%ba%c3%b1ez.pdfa0aa15403682ef5d1e2cfa72355eb315MD51open accessLICENSElicense.txtlicense.txttext/plain; charset=utf-82219https://repositorio.uceva.edu.co/bitstream/20.500.12993/4246/2/license.txt59919569caf899aa9ec9da2fa40f116cMD52open access20.500.12993/4246oai:repositorio.uceva.edu.co:20.500.12993/42462024-04-06 03:00:35.638open accessRepositorio Institucional Unidad Central del Valle del Caucabiblioteca@uceva.edu.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 |