Folios Pub Date : 2024-01-01 DOI: 10.17227/folios.59-17284

Yasaldez Eder Loaiza-Zuluaga, Hernán Humberto Vargas-López, Diana Esperanza Carmona-González

{"title":"A formação de professores para a construção da paz nos contextos educacionais rurais","authors":"Yasaldez Eder Loaiza-Zuluaga, Hernán Humberto Vargas-López, Diana Esperanza Carmona-González","doi":"10.17227/folios.59-17284","DOIUrl":"https://doi.org/10.17227/folios.59-17284","url":null,"abstract":"Este artículo presenta reflexiones derivadas de dos años de recorrido por las escuelas rurales de varias regiones del país, a partir de varios procesos investigativos, los cuales guardan en común un interés por comprender las experiencias de maestras y maestros rurales en relación con el conflicto armado colombiano, identificando las formas como ellas y ellos han enfrentado las situaciones de violencia, así como las capacidades que han desarrollado para promover procesos de construcción de paz en los contextos educativos. De igual forma, se busca, a partir de ello, generar algunas propuestas que permitan enriquecer los procesos de formación de los nuevos docentes, atendiendo a las necesidades de los contextos rurales afectados por el conflicto armado. Metodológicamente, la investigación se ubica en el campo de los estudios cualitativos, trabajándose a partir de la fenomenología del encuentro, empleando como principales técnicas la entrevista en profundidad y el taller pedagógico en el que se dio protagonismo a recursos artísticos tales como el dibujo, la fotografía y el teatro imagen. Se pueden plantear las siguientes conclusiones: 1) Las brechas entre la educación urbana y la educación rural permanecen abiertas; 2) El lugar social que es dado a los maestros no es correspondiente al lugar que realmente ocupan en la sociedad; 3) La formación de maestros en Colombia requiere ser pensada desde un diálogo entre el saber disciplinar y el saber pedagógico; 4) Es fundamental que se reconozcan las realidades particulares de los contextos y se piense la educación desde la periferia y las bases; 5) En torno a la construcción de paz, es necesaria una mayor correspondencia entre la importancia que se le da y las acciones que se implementan.","PeriodicalId":30346,"journal":{"name":"Folios","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140518876","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Concepções e sentimentos sobre a didáctica em Ciências Sociais em professores de préserviço 职前教师对社会科学教学的看法和感受

Folios Pub Date : 2024-01-01 DOI: 10.17227/folios.59-17322

Francisco Javier Ruiz-Ortega, Liliana del Pilar Gallego-Castaño

引用次数: 0

A reflexão na Ciência da Lógica de Hegel 黑格尔逻辑科学中的反思

Folios Pub Date : 2024-01-01 DOI: 10.17227/folios.59-15970

Fernando Forero

引用次数: 0

Ecos literarios en The metal opera I y II de Avantasia Avantasia 的《金属歌剧 I》和《金属歌剧 II》中的文学回声

Folios Pub Date : 2024-01-01 DOI: 10.17227/folios.59-17028

Andrés Felipe Duarte-López

引用次数: 0

Three Decolonial Research Methodologies: Interrogating Qualitative Research in English Language Teaching Education 三种非殖民化研究方法：质疑英语教学教育中的定性研究

Folios Pub Date : 2024-01-01 DOI: 10.17227/folios.59-17267

Adriana Castañeda-Londoño, Yolanda Samacá-Bohórquez, Julia Posada-Ortiz

{"title":"Three Decolonial Research Methodologies: Interrogating Qualitative Research in English Language Teaching Education","authors":"Adriana Castañeda-Londoño, Yolanda Samacá-Bohórquez, Julia Posada-Ortiz","doi":"10.17227/folios.59-17267","DOIUrl":"https://doi.org/10.17227/folios.59-17267","url":null,"abstract":"Along this reflection paper, we confront our former understandings of research as women teachers-researchers who intend to take the Epistemologies of the South as ways of being feeling-thinking-doing English language teacher education and research. A personal, academic, and collective journey has intersected and driven us into the decolonial turn to research ELT. Moreover, in this paper, we will share our uncertainties and struggles in an overt attempt to question our personal fine-grained colonial paradigms to find possible ways to demonumentalize research. Our research methodologies are intended to overcome a Western rationality of knowledge production that ingrains the ways through which our knowledge, research, and pedagogical practices are to be constructed. Walking the paths of decoloniality, we have moved from universal to more pluriversal understandings; we have constructed, co-constructed, valued and rescued situated knowledges emerging from our experience in our Global South. In the process, we have lived a mobilization of visions and pathways that destabilize and relocate our practices with a deep relation to that sense of locality that is ours. The aim of the following paper is to socialize how, through our research projects, we have envisioned inter-epistemic relational methodologies, hybrid, and testimonial narratives to portray ways to research English language teacher education with a decolonial spirit.","PeriodicalId":30346,"journal":{"name":"Folios","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140516416","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

English-Medium Instruction for the Internationalization of the Curriculum: Teachers’ Motives and Expectations 课程国际化的英语教学：教师的动机和期望

Folios Pub Date : 2024-01-01 DOI: 10.17227/folios.59-17340

E. González-Bello, Isabel María García-Meza, Etty Haydée Estévez Nenninger

{"title":"English-Medium Instruction for the Internationalization of the Curriculum: Teachers’ Motives and Expectations","authors":"E. González-Bello, Isabel María García-Meza, Etty Haydée Estévez Nenninger","doi":"10.17227/folios.59-17340","DOIUrl":"https://doi.org/10.17227/folios.59-17340","url":null,"abstract":"This research article presents the results of a research that aimed to analyze the motives and expectations of teachers from a public university in northwestern Mexico when participating in the internationalization of the curriculum through Englishmedium instruction (EMI). The analysis is based on the variables such as discipline, seniority, type of contract and frequency of teaching in English. A mixed methodology was employed to analyze quantitative and qualitative data, collected through a digital instrument addressed to a total of 42 teachers who were accredited to teach subjects in English, and 36 complete questionnaires were answered. The results allow us to conclude that most professors from all disciplines agree that their main reason for participating in internationalization through EMI is “to support institutional initiatives”; in contrast, “receiving economic incentives from institutional programs” was a reason for participation with marked differences according to discipline and type of contract. The qualitative analysis concludes the existence of positive conceptions around this type of education, as it is favorable for the university and a possible source of economic remuneration. Although teachers express an intrinsic motivation towards training and teaching in English, the lack of equal economic incentives could be a cause of limited teacher participation.","PeriodicalId":30346,"journal":{"name":"Folios","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140520527","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

El decir y el deseo: silencio y violencia del significante 话语与欲望：符号的沉默与暴力

Folios Pub Date : 2024-01-01 DOI: 10.17227/folios.59-16692

Santiago Cardozo-González

引用次数: 0

El modelo de la transpodidáctica textual para el aprendizaje de lenguas y culturas. "Yuche y los ticunas" 语言和文化学习的文本翻译教学模式。《Yuche和ticunas》

Folios Pub Date : 2023-06-30 DOI: 10.17227/folios.58-16049

Pilar Couto-Cantero

{"title":"El modelo de la transpodidáctica textual para el aprendizaje de lenguas y culturas. \"Yuche y los ticunas\"","authors":"Pilar Couto-Cantero","doi":"10.17227/folios.58-16049","DOIUrl":"https://doi.org/10.17227/folios.58-16049","url":null,"abstract":"La elaboración de este artículo de investigación se enmarca dentro del ámbito de la enseñanza y aprendizaje de lenguas y culturas en contextos educativos, desde una perspectiva global e integradora. El objetivo principal de este estudio consiste en demostrar que el modelo teórico-práctico de la transpodidáctica textual resulta efectivo para desarrollar las competencias en comunicación lingüística de forma innovadora, lo cual constituye el aporte principal y original de este artículo. Para ello, se ha diseñado una propuesta empírica contextualizada en una zona geográfica y un nivel educativo concretos (5.º curso de Educación Formal Básica, en Colombia) estableciendo como marco metodológico la investigación-acción en las aulas. Asimismo, se tienen en cuenta cuatro pilares básicos: la educación, el lenguaje, la literatura y la cultura, tomando como hilo conductor un cuento tradicional colombiano de la literatura oral, “Yuche y los ticunas”, y se proporciona el desarrollo completo de acuerdo con las cuatro fases del citado modelo. El resultado indica que este modelo es válido porque contribuye a facilitar un aprendizaje significativo, contextualizado e innovador. Además, se fomenta la escritura creativa, el aprendizaje cooperativo y el desarrollo cognitivo. Así, al tratarse de un modelo relativamente novedoso, no hay mucho espacio para la discusión, pero sí se ofrecen referencias y reflexiones que confirman la validez de aquel.","PeriodicalId":30346,"journal":{"name":"Folios","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81509781","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Teacher Identity in Language Pedagogy. A Narrative Perspective from Two Colombian Teacher Educators’ Experience 语言教育学中的教师身份。两位哥伦比亚教师教育工作者经历的叙事视角

Folios Pub Date : 2023-06-30 DOI: 10.17227/folios.58-14523

Diego F. Ubaque-Casallas

引用次数: 1

Le projet de lecture dans la classe de fle: une approche interdiscursive 英语课堂阅读项目:跨语篇方法

Folios Pub Date : 2023-06-30 DOI: 10.17227/folios.58-15928

Carolina Villada-Castro

引用次数: 0

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