Concepciones de interculturalidad en docentes universitarios: Un análisis de perspectivas para la generación de una propuesta de formación interdisciplinar en el contexto universitario

La presente investigación desarrolla procesos de investigación para generar la comprensión de las concepciones de interculturalidad en docentes universitarios en el contexto de la universidad Fundes en El Espinal, Tolima. Colombia, se enfatizan, definen y desarrollar sus dimensiones interdisciplinarias, como lo son: La dimensión afectiva, cognitiva, conductual, de formación profesional, inclusiva, de diversidad y de reconocimiento. El tipo de investigación que se desarrolló fue una investigación con enfoque cuantitativo de tipo descriptivo no experimental, para la recolección de la información a docentes universitarios de El Espinal, Tolima, se utilizaron dos instrumentos de investigación, en primera instancia se utilizó la escala de inteligencia cultural y en segunda instancia el Índice de inclusión para educación superior (INES) para docentes, alguno de los hallazgos son: Al aplicar el índice de inclusión para educación superior (INES) a los 30 profesores universitarios de la muestra, se puede analizar que en promedio equivalente a 3.6 en el 58% de las instituciones se cuenta con una política de educación intercultural que permite que sean reconocidas y minimizadas las barreras para el aprendizaje y la participación. En términos generales los profesores objeto de investigación manifiestan que poseen ciertas habilidades cognitivas que se han desarrollado poco pero que trascienden la interculturalidad, habilidades afectivas y habilidades conductuales interculturales en un nivel superior y habilidades de formación profesional interculturales en un nivel mediano bajo.The present investigation analyzes the conceptions of interculturality in university teachers, it is considered of the utmost importance to understand that the training processes and the way in which higher education teachers in Colombia understand the actions aimed at a better intercultural education, are absolutely relevant and necessary. , in particular, in the context of higher education, especially if it is understood that Colombia as a Social State of Law and based on the political constitution of 1991 (Congress of the Republic of Colombia, 1991), for the development of the above, built the theoretical foundations that support the concepts of interculturality as an object of study, reviewing the contributions to higher education in Colombia and its relationship with interculturality itself, highlighting the importance of training in interculturality for university professors and in this sense, the existing relationships between intercultural ality in the Colombian context and its relationship with the curriculum from an interdisciplinary perspective. In addition to the above, intercultural and interdisciplinary dimensions are emphasized, defined and developed, such as: The affective, cognitive, behavioral, professional training, inclusive, diversity and recognition dimensions. The type of research that was developed was an investigation with a quantitative approach of a non-experimental descriptive type, for the collection of information from university teachers of El Espinal, Tolima, two research instruments were used, in the first instance the cultural intelligence scale was produced and In the second instance, the Inclusion Index for Higher Education (INES) for teachers, some of the results are: When applying the Inclusion Index for Higher Education (INES) to the 30 university professors in the sample, it can be analyzed that on average equivalent a 3.6 in 58% of the institutions there is an intercultural education policy that allows recognizing and minimizing the barriers to learning and participation. In general terms, the teachers under investigation state that they have moderately developed intercultural cognitive skills, affective skills and intercultural behavioral skills at a higher level, and intercultural professional training skills at a medium-low level

Use of Study Techniques from an Intellectual Intervention Program

The research relates the work skills through study habits, which accounts for the role of analyzing how they relate and communicate space from the study techniques in ninth grade students of a rural educational institution, in order to establish a process of improvement in the didactics of teaching, focused on educational quality parameters, this was done through a study with quantitative approach, with descriptive and correlational scope, non-experimental design of transectional or cross-sectional type, the sample consisted of 36 students between 13 and 16 years of age. Two instruments were applied, the first was the Primary Mental Aptitudes Questionnaire "PMA" (Thurstone & Thurstone, 2007) and the second was the Habits and Study Techniques Questionnaire "CHTE" (Álvarez & Fernández, 2015), in addition to the information of school academic performance of the first period of the 2019 school cycle, the values delivered strengthen the role of reasoning with the factors of verbal comprehension, spatial conception and numerical calculation, as well as the relationship between academic performance and spatial conception, and the relationships between different aspects of study habits