Cosechando saberes desde abajo y desde adentro : una sistematización de experiencias de docentes para reflexionar sobre los procesos de educación inclusiva y educación intercultural en la Universidad de Antioquia

RESUMEN: En la actualidad, las formas de vida se han constituido desde unos intereses academicistas y económicos que inferiorizan la producción de saberes comunitarios, alternativos, propios, ancestrales, situados; asimismo, el agotamiento de las lógicas eurocéntricas reafirma las maneras otras de deconstruir y construir el conocimiento, es allí donde la sistematización de experiencias se convierte en una insurgencia epistémica y política para el contexto latinoamericano. El proceso de siembra y cosecha realizado mediante la sistematización de experiencias como propuesta metodológica, posibilitó la construcción de saberes propios y se articuló con la apuesta universitaria por la inclusión y la interculturalidad desde la experiencia de cinco docentes de la Universidad de Antioquia como propuesta alternativa y situada que buscaba reconstruir los procesos de educación inclusiva y educación intercultural en el Alma Máter. Este caminandar nos permitió reconocer mediante la cosecha que no es preciso situarse radicalmente en una orilla de la educación, sino que desde la perspectiva en la que cada uno se ubique se posibilite la lectura crítica de las otras orillas; orillas alternativas que den apertura a procesos más relacionales, a la creación de políticas institucionales de reconocimiento y acompañamiento del otro. Además, evidenciamos que los docentes universitarios tienen múltiples ocupaciones que limitan o restringen la posibilidad de participación en procesos de reflexión permanente de su quehacer, contemplando las dimensiones del acompañamiento y la experiencia subjetiva que vincula a los sujetos desde una relación horizontal. También, se reconoce la relevancia de vivir, sentir y pensar la sistematización de experiencias como proceso necesario para el reconocimiento de saberes propios y situados que surge desde la cotidianidad de los docentes.RESUMEN: UAI JOFO YƗNUA: Bie yezika, nana iyanuiyaɨ onodɨno daɨdɨno oiyakana izoi, iedo anafenodimakɨ jɨaɨno fɨnokanona, afemakɨ ie, einamakaɨ ie itɨno; daje izoi, ja raifiñede enefeno imakɨ daɨnanuiyaɨ meita faɨriotɨmakɨ jɨaɨfodo nane ɨdazita fɨnoyena ononafuiyaɨna, dɨnomo nana ɨraɨka onoinafuiyaɨmona komuide uaiyaɨ iemo yetarafuena bebezikɨ iena. Are taɨjɨkana atɨka, ɨraɨkana atɨka, ja uaina fɨebide, ie izoi fɨnoyena. Afedo nane ononafuiyaɨ yofuerakomo yogano dɨga dajemo ɨdaziyena nana onoinanuiyaɨ, eimo da onoɨ dɨeza yofueraɨnɨ Universidad de Antioquia imakɨ uaiyaɨ yotɨmakɨ abɨdo meine abɨdo yetarafue iroiyena, ñeta fɨnoda joneyena uaina. Bedai onoikana uigano kaɨna onitate nana ɨraɨkano jubanemo itatatañede, iyanomona enefenemo eroide, yote kɨode. Nagafene jofo dane taɨjɨnamona komue yuafuiyaɨ komuide. Iemo jɨ yofueraɨnɨ dɨga tajɨemo itɨmakɨza aiyo kanonimakɨ, nabaiñedɨmakɨ bie fɨnokana uiganona. Iemo ɨnoga iyano, fɨnokana uigano nana onoigafuiyaɨ yofueraɨnɨ yokana atɨkano.ABSTRACT: At present, life forms have been constituted from interests academics and economic who inferiorize the production of community knowledge, alternative, proper, ancestral, situated; likewise, the exhaustion of logic Eurocentric reaffirms the other ways of deconstructing and building knowledge, is there where the systematization of experiences becomes an epistemic insurgency and policy for the Latin American context. The sowing and harvesting process carried out through the systematization of experiences as a methodological proposal, made possible the construction of own knowledge and was articulated with the university’s commitment to inclusion and interculturality from the experience of five professors from the Universidad de Antioquia as an alternative proposal and located that sought to reconstruct the processes of inclusive education and intercultural education in the Alma Máter. This journey allowed us to recognize through the harvest that it is not necessary to be radically situated on the edge of education, but from the perspective in which each person can critically read the other shores; alternative shores that open up more relational processes, to the creation of institutional policies of recognition and accompaniment of the other. Furthermore, we note that university teachers have multiple occupations that limit or restrict the possibility of participation in processes of permanent reflection on their work, contemplating the dimensions of accompaniment and the subjective experience that links the subjects from a horizontal relationship. It also recognizes the importance of living, feeling and thinking about the systematization of experiences as a necessary process for the recognition of their own and situated knowledge that arises from the daily lives of teachers

Entornos virtuales de aprendizaje como espacio complementario en la formación inicial de profesores

The objective of this article is to describe the projections of uses of Virtual Learning Environments (VLEs) as Complementary Training Spaces (CTS) within the courses oriented to the integration of ICTs in educational processes of the School of Education at the University of Antoquia. (Medellin, Colombia). For this purpose, a qualitative approach is adopted. A documentary review of course syllabi was carried out and semi-structured interviews were conducted with the teachers who guide the courses. The results are reported from four categories: roles, interactivity, competencies, and educational potential of VLEs. The findings highlight that the roles of the educational actors change when interacting in a VLE; the interaction made possible by these environments gives place to new ways of relating to others. Emphasis is placed on the autonomy component required of future teachers to participate in these spaces, in addition to the need for training in technologies so that the educational processes in an VLE can be developed successfully.El objetivo de este artículo es describir las proyecciones de uso de los entornos virtuales de aprendizaje (EVA) como espacios complementarios de formación dentro de los cursos orientados a la integración de las TIC en procesos educativos de la Facultad de Educación de la Universidad de Antioquia (Medellín, Colombia). Para ello se adopta un enfoque cualitativo fundamentado en una revisión documental de los programas de curso y en entrevistas semiestructuradas con los profesores que orientan dichos espacios. Los resultados se reportan a partir de cuatro categorías: roles, interactividad, habilidades y aptitudes, y potencial educativo de los EVA. Dentro de los hallazgos se destaca que los roles de los actores educativos cambian al interactuar en un EVA; la interacción que posibilitan estos entornos da paso a nuevas formas de relacionarse. Se hace hincapié en el componente de autonomía que se requiere de los futuros profesores para participar en estos espacios, además de las necesidades de formación en tecnología para que los procesos educativos en un EVA se desarrollen de manera exitosa

XVI International Congress of Control Electronics and Telecommunications: "Techno-scientific considerations for a post-pandemic world intensive in knowledge, innovation and sustainable local development"

Este título, sugestivo por los impactos durante la situación de la Covid 19 en el mundo, y que en Colombia lastimosamente han sido muy críticos, permiten asumir la obligada superación de tensiones sociales, políticas, y económicas; pero sobre todo científicas y tecnológicas. Inicialmente, esto supone la existencia de una capacidad de la sociedad colombiana por recuperar su estado inicial después de que haya cesado la perturbación a la que fue sometida por la catastrófica pandemia, y superar ese anterior estado de cosas ya que se encontraban -y aún se encuentran- muchos problemas locales mal resueltos, medianamente resueltos, y muchos sin resolver: es decir, habrá que rediseñar y fortalecer una probada resiliencia social existente - producto del prolongado conflicto social colombiano superado parcialmente por un proceso de paz exitoso - desde la tecnociencia local; como lo indicaba Markus Brunnermeier - economista alemán y catedrático de economía de la Universidad de Princeton- en su libro The Resilient Society…La cuestión no es preveerlo todo sino poder reaccionar…aprender a recuperarse rápido.This title, suggestive of the impacts during the Covid 19 situation in the world, and which have unfortunately been very critical in Colombia, allows us to assume the obligatory overcoming of social, political, and economic tensions; but above all scientific and technological. Initially, this supposes the existence of a capacity of Colombian society to recover its initial state after the disturbance to which it was subjected by the catastrophic pandemic has ceased, and to overcome that previous state of affairs since it was found -and still is find - many local problems poorly resolved, moderately resolved, and many unresolved: that is, an existing social resilience test will have to be redesigned and strengthened - product of the prolonged Colombian social conflict partially overcome by a successful peace process - from local technoscience; As Markus Brunnermeier - German economist and professor of economics at Princeton University - indicates in his book The Resilient Society...The question is not to foresee everything but to be able to react...learn to recover quickly.Bogot

The impact of surgical delay on resectability of colorectal cancer: An international prospective cohort study

AimThe SARS-CoV-2 pandemic has provided a unique opportunity to explore the impact of surgical delays on cancer resectability. This study aimed to compare resectability for colorectal cancer patients undergoing delayed versus non-delayed surgery.MethodsThis was an international prospective cohort study of consecutive colorectal cancer patients with a decision for curative surgery (January-April 2020). Surgical delay was defined as an operation taking place more than 4 weeks after treatment decision, in a patient who did not receive neoadjuvant therapy. A subgroup analysis explored the effects of delay in elective patients only. The impact of longer delays was explored in a sensitivity analysis. The primary outcome was complete resection, defined as curative resection with an R0 margin.ResultsOverall, 5453 patients from 304 hospitals in 47 countries were included, of whom 6.6% (358/5453) did not receive their planned operation. Of the 4304 operated patients without neoadjuvant therapy, 40.5% (1744/4304) were delayed beyond 4 weeks. Delayed patients were more likely to be older, men, more comorbid, have higher body mass index and have rectal cancer and early stage disease. Delayed patients had higher unadjusted rates of complete resection (93.7% vs. 91.9%, P = 0.032) and lower rates of emergency surgery (4.5% vs. 22.5%, P ConclusionOne in 15 colorectal cancer patients did not receive their planned operation during the first wave of COVID-19. Surgical delay did not appear to compromise resectability, raising the hypothesis that any reduction in long-term survival attributable to delays is likely to be due to micro-metastatic disease

The impact of surgical delay on resectability of colorectal cancer: An international prospective cohort study

The SARS-CoV-2 pandemic has provided a unique opportunity to explore the impact of surgical delays on cancer resectability. This study aimed to compare resectability for colorectal cancer patients undergoing delayed versus non-delayed surgery