El cacicazgo prehispánico de Guabas en el Valle del Cauca (700-1300 d.c.).

En el inmenso territorio el corpus cultural común Quimbaya Tardío, con sus diferentes variantes regionales, fue compartido por una gran cantidad de grupos étnicos organizados políticamente en cacicazgos. Entre ellos, el cacicazgo de Guabas, ubicado en el sector meridional Quimbaya Tardío tuvo una gran importancia, no sólo por la especialización en la utilización de un medio ambiente lacustre, característico del centro y sur del valle geográfico del río Cauca, sino porque representaba la frontera sur de la Cultura en cuestión. Este hecho era de gran importancia para desarrollar los contactos económicos y en general culturales con otros grupos portadores de tradiciones culturales diferentes, los de la Cultura Bolo-Quebrada Seca, cuya dispersión geográfica al sur parece haber llegado hasta el valle del Patía. Los resultados de las investigaciones de este importante cacicazgo del Valle del Cauca, realizadas durante las décadas de 1980 y 1990 del siglo XX en el actual municipio de Guacarí, constituyen el material analizado en este libro.Los trabajos de campo -- Restos óseos humanos: la médula el pasado -- Espacio funebre y tratamiento del cadáver -- Símbolos de muerte -- Alfarería: contextos cotidianos y fúnebres -- Líticos -- Metalurgia -- Instrumentos musicales -- Restos de faun

Prácticas Pedagógicas al tablero

This paper is intended to show the way teachers from ten educational institutions conceive of theirteaching practices. These practices are viewed epistemologically from Habermas‘ concept of actionwhich enables the teacher to be seen as a social actor whose mission is to educate critical citizens.In order to interpret those practices, five descriptive categories (personal, educational, conceptual, inter-subjective and methodological) and two analysis categories (technical-instrumental rationality andcritical-hermeneutic rationality) were developed. Data collection was based on a survey and a discussionwith the participant teachers. As a conclusion, a rupture between teaching as being and teaching as doing is identified. This mismatchis historically brought up by the official educational policies which have created a dependent mentality,uncritically reproduced by teachers in their practices. This has affected their identity and autonomy.Este artículo tiene como finalidad mostrar la manera como los docentes de diez instituciones educativasde Neiva conciben sus prácticas pedagógicas. Epistemológicamente se toman las prácticas docentesdesde el concepto de acción de Habermas, permitiendo ver al docente como un actor social que buscaformar un ciudadano crítico en la medida que se empodera de su rol.Para interpretar dichas prácticas se construyen cinco categorías descriptivas (personal, formativa, conceptual,intersubjetiva y metodológica) y dos categorías de análisis (la racionalidad técnico-instrumentaly la crítico-hermenéutica). Interpretación realizada a partir de una encuesta y discusión con los maestros.Como conclusión general de este trabajo se plantea la existencia de una "ruptura entre el ser y el hacerdocente". Ruptura generada históricamente por las políticas educativas estatales que han creado unamentalidad dependiente, reproducida acríticamente por los docentes en sus prácticas, afectando suidentidad y su autonomía

Propedéutica a una definición del "maestro colombiano" Una mirada desde las Prácticas Pedagógicas

The colombian teacher In order to approach, understand and then write about the identity of the teacher (hereinafter IM), it is necessary to examine its history from the pedagogical practices in order to identify the theories that have supported the curricular and administrative organization of the educational institution and thus project in the world of today that type of teacher is needed to face the current challenges as it is a globalized world with all its economic, technological, social, personal and cultural implications.El maestro colombiano Para acercarse, comprender y luego escribir sobre la identidad del maestro (en adelante IM), es necesario examinar su historia desde las prácticas pedagógicas con el fin de identificar las teorías que han sustentado la organización curricular y administrativa de la institución educativa y así proyectar en el mundo de hoy que tipo de docente se precisa para enfrentar los retos actuales como es un mundo globalizado con todas sus implicaciones económicas, tecnológicas, sociales, personales y culturales

Indígenas en la Usco, sin el derecho a la diferencia.

This paper is concerned with the situation faced by indigenous students at Universidad Surcolombiana(USCO), as a partial finding of the research “Poblaciones diversas en la USCO” (Diverse populations atUniversidad Surcolombiana) conducted by the research group YUMATAMBO. The objective of this studywas to give a critical account of the particular way USCO has undertaken the challenges of inclusion andinter-culturalism, by taking into account the access students coming from diverse vulnerable groups haveto higher education through the so-called “regimen especial.” This is special regime for access to highereducation that USCO offers to indigenous, Afro-Colombians, demobilized or reinserted members of illegalgroups, refugees, and students with the best ICFES scores. The findings of this study reveal that theuniversity is not truly a factor of social inclusion. Rather, social, economical and exclusion is perceived asthe result of the colonialism of power, knowledge and being which has characterized the university.El tema de la situación de los indígenas en la Universidad Surcolombiana (USCO) que se aborda en elpresente artículo es parte de los resultados de la investigación denominada “Poblaciones diversas en laUSCO”, realizada por el grupo YUMATAMBO de dicha universidad, cuyo objetivo fue dar cuenta, desdeuna mirada crítica, del modo particular como la USCO ha asumido los desafíos de la inclusión y lainterculturalidad a partir del acceso de estudiantes procedentes de sectores vulnerables matriculadosen la modalidad denominada por la universidad “régimen especial”: indígenas, afrodescendientes,reinsertados, estudiantes en situación de desplazamiento y plan excelencia también denominado mejoresICFES. Los resultados mostrados aquí sobre la situación de la población estudiantil indígena en laUSCO, en sus diferentes momentos: ingreso, permanencia y egreso, dejan en evidencia las pocasposibilidades existentes para que la universidad sea verdaderamente un factor de inclusión social y,más bien, lo que se devela es la persistencia de la exclusión social, económica y cultural como producto dela colonialidad del poder, del saber y del ser que ha caracterizado la universidad

Prácticas pedagógicas al tablero

This paper is intended to show the way teachers from ten educational institutions conceive of their teaching practices. These practices are viewed epistemologically from Habermas‘ concept of action which enables the teacher to be seen as a social actor whose mission is to educate critical citizens.In order to interpret those practices, five descriptive categories (personal, educational, conceptual, intersubjective and methodological) and two analysis categories (technical-instrumental rationality and critical-hermeneutic rationality) were developed. Data collection was based on a survey and a discussion with the participant teachers. As a conclusion, a rupture between teaching as being and teaching as doing is identified. This mismatchis historically brought up by the official educational policies which have created a dependent mentality, uncritically reproduced by teachers in their practices. This has affected their identity and autonomy.Este artículo tiene como finalidad mostrar la manera como los docentes de diez instituciones educativas de Neiva conciben sus prácticas pedagógicas. Epistemológicamente se toman las prácticas docentes desde el concepto de acción de Habermas, permitiendo ver al docente como un actor social que busca formar un ciudadano crítico en la medida que se empodera de su rol.Para interpretar dichas prácticas se construyen cinco categorías descriptivas (personal, formativa, conceptual,intersubjetiva y metodológica) y dos categorías de análisis (la racionalidad técnico-instrumental y la crítico-hermenéutica). Interpretación realizada a partir de una encuesta y discusión con los maestros.Como conclusión general de este trabajo se plantea la existencia de una "ruptura entre el ser y el hacer docente". Ruptura generada históricamente por las políticas educativas estatales que han creado una mentalidad dependiente, reproducida acríticamente por los docentes en sus prácticas, afectando su identidad y su autonomía

Propedéutica a una definición del "maestro colombiano" Una mirada desde las Prácticas Pedagógicas

El maestro colombiano Para acercarse, comprender y luego escribir sobre la identidad del maestro (en adelante IM), es necesario examinar su historia desde las prácticas pedagógicas con el fin de identificar las teorías que han sustentado la organización curricular y administrativa de la institución educativa y así proyectar en el mundo de hoy que tipo de docente se precisa para enfrentar los retos actuales como es un mundo globalizado con todas sus implicaciones económicas, tecnológicas, sociales, personales y culturales.The colombian teacher In order to approach, understand and then write about the identity of the teacher (hereinafter IM), it is necessary to examine its history from the pedagogical practices in order to identify the theories that have supported the curricular and administrative organization of the educational institution and thus project in the world of today that type of teacher is needed to face the current challenges as it is a globalized world with all its economic, technological, social, personal and cultural implications

Health-status outcomes with invasive or conservative care in coronary disease

BACKGROUND In the ISCHEMIA trial, an invasive strategy with angiographic assessment and revascularization did not reduce clinical events among patients with stable ischemic heart disease and moderate or severe ischemia. A secondary objective of the trial was to assess angina-related health status among these patients. METHODS We assessed angina-related symptoms, function, and quality of life with the Seattle Angina Questionnaire (SAQ) at randomization, at months 1.5, 3, and 6, and every 6 months thereafter in participants who had been randomly assigned to an invasive treatment strategy (2295 participants) or a conservative strategy (2322). Mixed-effects cumulative probability models within a Bayesian framework were used to estimate differences between the treatment groups. The primary outcome of this health-status analysis was the SAQ summary score (scores range from 0 to 100, with higher scores indicating better health status). All analyses were performed in the overall population and according to baseline angina frequency. RESULTS At baseline, 35% of patients reported having no angina in the previous month. SAQ summary scores increased in both treatment groups, with increases at 3, 12, and 36 months that were 4.1 points (95% credible interval, 3.2 to 5.0), 4.2 points (95% credible interval, 3.3 to 5.1), and 2.9 points (95% credible interval, 2.2 to 3.7) higher with the invasive strategy than with the conservative strategy. Differences were larger among participants who had more frequent angina at baseline (8.5 vs. 0.1 points at 3 months and 5.3 vs. 1.2 points at 36 months among participants with daily or weekly angina as compared with no angina). CONCLUSIONS In the overall trial population with moderate or severe ischemia, which included 35% of participants without angina at baseline, patients randomly assigned to the invasive strategy had greater improvement in angina-related health status than those assigned to the conservative strategy. The modest mean differences favoring the invasive strategy in the overall group reflected minimal differences among asymptomatic patients and larger differences among patients who had had angina at baseline

Initial invasive or conservative strategy for stable coronary disease

BACKGROUND Among patients with stable coronary disease and moderate or severe ischemia, whether clinical outcomes are better in those who receive an invasive intervention plus medical therapy than in those who receive medical therapy alone is uncertain. METHODS We randomly assigned 5179 patients with moderate or severe ischemia to an initial invasive strategy (angiography and revascularization when feasible) and medical therapy or to an initial conservative strategy of medical therapy alone and angiography if medical therapy failed. The primary outcome was a composite of death from cardiovascular causes, myocardial infarction, or hospitalization for unstable angina, heart failure, or resuscitated cardiac arrest. A key secondary outcome was death from cardiovascular causes or myocardial infarction. RESULTS Over a median of 3.2 years, 318 primary outcome events occurred in the invasive-strategy group and 352 occurred in the conservative-strategy group. At 6 months, the cumulative event rate was 5.3% in the invasive-strategy group and 3.4% in the conservative-strategy group (difference, 1.9 percentage points; 95% confidence interval [CI], 0.8 to 3.0); at 5 years, the cumulative event rate was 16.4% and 18.2%, respectively (difference, 121.8 percentage points; 95% CI, 124.7 to 1.0). Results were similar with respect to the key secondary outcome. The incidence of the primary outcome was sensitive to the definition of myocardial infarction; a secondary analysis yielded more procedural myocardial infarctions of uncertain clinical importance. There were 145 deaths in the invasive-strategy group and 144 deaths in the conservative-strategy group (hazard ratio, 1.05; 95% CI, 0.83 to 1.32). CONCLUSIONS Among patients with stable coronary disease and moderate or severe ischemia, we did not find evidence that an initial invasive strategy, as compared with an initial conservative strategy, reduced the risk of ischemic cardiovascular events or death from any cause over a median of 3.2 years. The trial findings were sensitive to the definition of myocardial infarction that was used