INVESTIGACIÓN Y POSTGRADO

INNOVATIVE PEDAGOGICAL PRACTICES: CHARACTERIZATION IN A HIGH SCHOOL INSTITUTION IN TULUÁ

2026-06-03T21:03:42+00:00

This article develops the contexts and innovative characteristics of some pedagogical practices at the secondary educational level, as well as the features that distinguish the teachers who carry them out in an educational institution in the city of Tuluá. The foregoing as a result of an investigation that privileges the mixed approach, through the application of a survey and 5 semi-structured interviews, through an analysis based on grounded theory. It is concluded that the teachers developed their pedagogical and didactic activities with awareness of the potential for transformation, seeking to improve the performance of their students as future professionals, guaranteeing that the information becomes knowledge.

EDUCATION IN LATIN AMERICA: COLONIALITY, LIQUID POSTMODERNITY AND THE URGENCY OF CRITICAL THINKING

2026-06-18T21:57:04+00:00

This essay critically examines the challenges facing education as an agent of change in Latin America, given the confluence of the coloniality of power, the uncertainty of liquid modernity, technological acceleration, and economic and social inequalities. The region, historically marked by racial domination and the exclusion of most Indigenous, Black, and mixed-race populations, finds itself immersed in a crisis of modern foundations. The analysis focuses on understanding postmodern skepticism toward totalizing narratives and the commodification of knowledge as part of the difficulties in creating an emancipatory historical project. Consequently, educators must educate to overcome Eurocentrism and simplistic thinking, adopting the principles of complexity, decolonization, and the incorporation of elements of local identity. This will allow for the establishment of a critical citizenry grounded in ethical principles and the construction of a historical alternative that integrates cultural diversity and combats structural inequality.

ENVIRONMENTAL EDUCATION AGENCY AND PRACTICES: A SYSTEMATIC REVIEW OF PRACTICES AND TECHNOLOGICAL MEDIATIONS IN SCHOOLS

2026-06-18T21:57:01+00:00

This article is a systematic review within the framework of doctoral research entitled: “Environmental Education and Culture: A commitment to transformation based on technological and pedagogical mediations in an educational institution in the municipality of Tuluá.” Scientific documents—articles and doctoral theses—published between 2018 and 2025 were tracked down in the Scopus, Elsevier, Bibliotechnia, Dialnet, ERIC, Redalyc, and SciELO databases. The keywords used were: environmental education, environmental culture, technological mediations, pedagogical practices, and family. It uses a conceptual framework composed of four categories: state policies; school practices in environmental education and culture; technological and pedagogical mediations in environmental education; and the influence of the family on students' environmental culture. The positioning of environmental education and the school strategies implemented are analyzed. Gaps are identified and problematization is proposed from a binding, reflective, and dialogical approach, mediated by technology.

SCHOOL CULTURE AND PEDAGOGICAL DISCOURSE. DOCUMENTARY REVIEW AND METHODOLOGIES TO UNCOVER PRACTICES OF REPRODUCTION AND RESISTANCE ABSTRACT

2026-06-18T21:56:59+00:00

Investigating school culture through the structuring of pedagogical discourse, involves understanding the relationships and interactions between educational policies and contexts of influence. This interaction gives rise to problems stemming from the perspectives of the agents and actors involved in the educational process. This article describes the perspectives and positions that constitute the research problem and the research trajectory. It proposes the most relevant methodological approaches for studying school culture as a field of symbolic dispute, where power relations, pedagogical discourses, and practices of resistance manifest themselves. From a critical theoretical framework, three methodological approaches are proposed: critical ethnography, discourse analysis, and case studies. These perspectives allow us to reveal how struggles for cultural hegemony are configured in educational spaces, particularly in contexts of neoliberal reforms. The article concludes with recommendations on methodological triangulation in qualitative research on school culture.

TEACHING MATHEMATICS IN VULNERABLE CONTEXTS: A SOCIO-EMOTIONAL PERSPECTIVE

2026-06-18T21:56:52+00:00

Teaching mathematics in rural areas with limited access and socioeconomic vulnerability represents one of the most complex challenges for the Colombian education system. This article analyzes the intrinsic relationship between socio-emotional factors and academic performance in mathematics, focusing on the township of Puerto Valdivia, Antioquia. Through a review of documents with a unique perspective on school performance, the article examines how prolonged exposure to armed conflict and structural deprivation generate cognitive blocks and working memory overload, factors that inhibit formal logical thinking. From this perspective, it is understood that learning gaps arise from neurocognitive interference caused by the environment and, therefore, do not stem from a lack of intellectual capacity. The article concludes with a didactic approach to intervention possibilities, based on ethnomathematics and the pedagogy of care.

SUPPORTING UNIVERSITY PROFESSORS IN PUBLISHING SCIENTIFIC ARTICLES: AN EXPERIENCE IN ACADEMIC COLLABORATION

2026-06-19T12:17:01+00:00

Scientific production is an increasingly important institutional requirement for universities; however, for many faculty members, writing manuscripts for publication is a complex process. This article describes the process of supporting university faculty in publishing scientific articles within the framework of an academic collaboration between the University of Medical Sciences of Ciego de Ávila (Cuba) and the Central University of Nicaragua. The study is descriptive, employing a qualitative paradigm and a cooperative action research design. Participant observation, surveys, and content analysis were used. The article describes the essential stages of the support process and its most significant findings. It also presents the emerging concepts that contributed to improving the practice (the study's pedagogical implications), which are considered situational and referential knowledge with potential for reuse and refinement in other academic collaborations.

TEACHING THE SPANISH AMERICAN COLONIAL SOCIO-RACIAL ORDER AS A FOUNDATION FOR CRITICAL CITIZENSHIP EDUCATION

2026-06-26T18:36:20+00:00

In Hispanic American schools, the colonial period is often presented as a linear and heroic sequence (conquest–viceroyalty–independence) that impoverishes historical understanding and weakens civic education by avoiding discussion of inequality, racism, and still-prevailing power hierarchies. This article defines as its object of study the teaching of the colonial socio-racial order—caste system, slavery, and discourses of blood purity—to foster critical citizenship. Using a qualitative-documentary design within the sociocritical paradigm, it builds a state-of-the-art review and applies content analysis to a historiographical and pedagogical corpus selected for relevance, academic authority, and interpretive diversity. The findings show curricular narrative matrices that neutralize colonial conflict, silences around subaltern actors and domination technologies, and strong didactic potential when the classroom is organized around problems, sources, and multiperspectivity. It proposes methodological guidelines for teaching the colony as a laboratory of democratic deliberation.