The Instituting and the Instituted: A Ropósito of the competences in the field of Higher Education

The research article shown below presents a rigorous study that sought to analyze in depth the instituted and instituting imaginaries on the competences in the field of higher education that derive from the institutional discourses and the voices of the educational actors. The research approach is framed in the qualitative-comprehensive paradigm. The findings show that competences emerge as integrative elements capable of selecting, from a wide range of possibilities, knowledge appropriatedfor certain educational purposes and that sometimes do not permeate school scenarios

Reading comprehension and technological mediation in public education of the Basic Level in Colombia

This article presents the results of the research Technological mediation and reading comprehension in official basic education in Colombia, carried out with the aim of knowing the contributions of technological mediations in the processes of comprehensive reading in students of the basic level of the public sector in four cases located in different regions of the national territory. For this, Action Research was used as a method involving the reflective and permanent participation of teachers and students throughout the process, based on the model of Restrepo (2006), deconstruction of practice, reconstruction of practices and assessment of the effectiveness of practice; for which the main categories of analysis and qualitative construction were comprehensive reading,  contextualized mediation and ICT. In short, the results confirm the value of digital educational resources in comprehensive processes  given the successful relationship between ICT mediation and motivation by reading processes, including textual relationships linked to the interpretation of texts

Understanding School Violence: Readings from a Complex Community

This article shows the results of the research Manifestations of school violence in the Liceo altos del Líbano de Montelíbano Córdoba, carried out with the aim of identifying the perceptions that the students of this institution have about this phenomenon in their school. To this end, a quantitative methodological approach, not experimental cross-sectional, was used, with a sample of 212 students out of a total of 379 that make up the universe of the population. From a statistical analysis carried out with the SPSS Software it was possible to demonstrate that 36.3% of the student population feels insecure to some degree in their school, the greatest perception of insecurity occurs in women, in this regard, within the classroom, 42% of students manifest feeling insecure; in the face of school violence related to teachers, highlights that 28% of students suffered verbal violence; Finally, in terms of school violence generated by the same classmates, 49.1% of students have suffered physical violence and 42% verbal

Desarrollo de Competencias Comunicativas del Idioma Extranjero Inglés Mediado por la Virtualización

El presente artículo muestra los resultados de la investigación titulada Transformando el bajo desempeño de la competencia comunicativa del idioma extranjero inglés, realizado con el objetivo de mejorar la competencia comunicativa de los estudiantes de grado 11 ° en idioma extranjero inglés en una escuela del Caribe colombiano. Para ello, se empleó un enfoque metodológico cualitativo, y un modelo de investigación acción pedagógica, con una muestra de 21 estudiantes de un total de 716 que compone el universo de la población. A partir de un curso virtual diseñado en la plataforma Mil Aulas de Moodle. se pudo demostrar que después de la aplicación del curso virtual el 72% de la muestra obtuvo desempeño alto en comprensión lectora, en escritura un 18% estuvo en desempeño superior, otro 18% en desempeño alto y un 37% en desempeño básico, en cuanto a la subcategoría de gramática un 14% se encuentra en desempeño superior, otro 14% en desempeño alto, y un 29% en desempeño básico

Liderazgo ambiental como estrategia pedagógica para mejorar el manejo responsable del recurso hídrico y residuos sólidos

The present systematization of pedagogical practices was developed within the framework of the training process in the Bachelor of Education with emphasis on social and environmental sciences at the University of Cartagena, a reflective and investigative process focused on the development of a school environmental culture favored by environmental leadership. . In pedagogical practice, behaviors were observed in the various spaces of the school that show deficiencies in environmental management, in response to which the commitment was to generate awareness regarding responsibility in the protection and improvement of the environment. Therefore, results of said systematization process are presented from a narrative approach that accounts for the pedagogical practice in each of its moments in correspondence with the pedagogical model of the program in reference.La presente sistematización de prácticas pedagógicas se desarrolló en el marco del proceso formativo en la Licenciatura en Educación con énfasis en ciencias sociales y ambientales de la Universidad de Cartagena, proceso reflexivo e investigativo enfocado en el desarrollo de una cultura ambiental escolar favorecida por el liderazgo ambiental. En la práctica pedagógica se observaron comportamientos en los diversos espacios de la escuela que evidencian deficiencias en la gestión ambiental, frente a lo cual la apuesta fue generar conciencia frente a la responsabilidad en la protección y mejoramiento del medio ambiente. Por tanto, se presentan resultados de dicho proceso de sistematización desde un enfoque narrativo que da cuenta de la práctica pedagógica en cada uno de sus momentos en correspondencia con el modelo pedagógico del programa en referencia

Tendencias y modelos emergentes en autoevaluación para la acreditación de programas de doctorado en educación en américa latina

Tendencias y modelos emergentes en autoevaluación para la acreditación de programas de doctorado en educación en américa latin

Experiencia de sistematización de práctica pedagógica: el aprendizaje basado en proyectos (ABP) como estrategia para el fortalecimiento de las competencias ciudadanas y la solución pacífica de conflictos en la Institución Educativa Benjamín Herrera

La convivencia escolar se ha convertido en un asunto de interés en distintos factores sobre las relaciones interpersonales de los individuos. El impacto del conflicto afec­ta fundamentalmente la calidad de vida de los seres humanos y su entorno, es por ello que, se hace necesario construir cultura para promover condiciones hacia el bienestar y el desarrollo de competencias. Frente a esta situación, en los últimos años se están pro­duciendo nuevos paradigmas en el sector educativo para demostrar que la resolución de conflictos sí es indispensable para el de­sarrollo humano porque está estrechamente ligado con la construcción de paz. Lo ante­rior, significa sumar esfuerzos para reducir conflictos de relación, rendimiento, relacio­nes interpersonales, etc

Fortalecimiento de la escucha de estudiantes de secundaria como habilidad esencial en la comunicación en la lengua inglesa, dinamización y mediaciones con Blended Learning

Este artículo presenta los resultados de una investigación pedagógica realizada con el propósito de fortalecer de la habilidad de escucha en inglés en estudiantes de secundaria en una institución educativa de Cartagena de Indias- Colombia, mediante la implementación un ambiente virtual de aprendizaje (AVA) desde la herramienta Blended Learning. Para el cumplimiento de los propósitos de la investigación se diseñó una ruta metodológica cualitativa, desde el modelo de Investigación Acción Pedagógica. En el trabajo participó un grupo de estudiantes de grado noveno, quienes tuvieron un rol activo en las reflexiones y construcciones propuestas. La ruta metodológica se planteó en cuatro fases: diagnóstico de las competencias de entrada de los estudiantes, diseño la propuesta pedagógica, implementación y evaluación final de la implementación de la propuesta. Los resultados demuestran una notable mejoría en la habilidad de escucha, fortalecimiento del vocabulario, desarrollo de la autonomía, el compromiso y la motivación de los estudiantes

Pandemic and Socio-Educational Strategies, Identification of the Proposals of the Spanish Case

Ante la situación de pandemia y alerta sanitaria, el Gobierno español decreta en marzo el estado de alarma para gestionar la situación de emergencia generada por la rápida propagación del COVID-19. Los efectos de este paquete de medidas afectan especialmente a los espacios de socialización, restringiendo el contacto, siendo la infancia y la adolescencia especialmente afectadas. El incremento de dinámicas familiares que ponen en riesgo a los menores ponen de manifiesto la necesidad de fortalecer el sistema de protección y prevención familiar. Se ha realizado un análisis de las principales medidas de prevención que se han llevado a cabo en España tanto a nivel autonómico como estatal. Los resultados han expuesto que buena parte de estas medidas son de carácter terciario, siendo el apoyo psicológico la medida más recurrente. En conclusión, se refleja la necesidad de aumentar las medidas de prevención primaria que reduzcan los riesgos infanto-juveniles a los que se ha expuesto a la infancia en el contexto familiar.In view of the pandemic and health alert situation, the Spanish Government decreed a state of alarm in March to manage the emergency situation generated by the rapid spread of COVID-19. The effects of this package of measures especially affect the spaces of socialization, restricting contact, with children and adolescents being especially affected. The increase in family dynamics that put minors at risk makes clear the need to strengthen the system of family protection and prevention. An analysis of the main prevention measures that have been carried out in Spain at both the regional and state level has been made. The results have shown that many of these measures are of a tertiary nature, with psychological support being the most recurrent measure. In conclusion, the need to increase primary prevention measures to reduce the risks to children and young people to which they have been exposed in the family context is reflecte

Antimicrobial resistance among migrants in Europe: a systematic review and meta-analysis

BACKGROUND: Rates of antimicrobial resistance (AMR) are rising globally and there is concern that increased migration is contributing to the burden of antibiotic resistance in Europe. However, the effect of migration on the burden of AMR in Europe has not yet been comprehensively examined. Therefore, we did a systematic review and meta-analysis to identify and synthesise data for AMR carriage or infection in migrants to Europe to examine differences in patterns of AMR across migrant groups and in different settings. METHODS: For this systematic review and meta-analysis, we searched MEDLINE, Embase, PubMed, and Scopus with no language restrictions from Jan 1, 2000, to Jan 18, 2017, for primary data from observational studies reporting antibacterial resistance in common bacterial pathogens among migrants to 21 European Union-15 and European Economic Area countries. To be eligible for inclusion, studies had to report data on carriage or infection with laboratory-confirmed antibiotic-resistant organisms in migrant populations. We extracted data from eligible studies and assessed quality using piloted, standardised forms. We did not examine drug resistance in tuberculosis and excluded articles solely reporting on this parameter. We also excluded articles in which migrant status was determined by ethnicity, country of birth of participants' parents, or was not defined, and articles in which data were not disaggregated by migrant status. Outcomes were carriage of or infection with antibiotic-resistant organisms. We used random-effects models to calculate the pooled prevalence of each outcome. The study protocol is registered with PROSPERO, number CRD42016043681. FINDINGS: We identified 2274 articles, of which 23 observational studies reporting on antibiotic resistance in 2319 migrants were included. The pooled prevalence of any AMR carriage or AMR infection in migrants was 25·4% (95% CI 19·1-31·8; I2 =98%), including meticillin-resistant Staphylococcus aureus (7·8%, 4·8-10·7; I2 =92%) and antibiotic-resistant Gram-negative bacteria (27·2%, 17·6-36·8; I2 =94%). The pooled prevalence of any AMR carriage or infection was higher in refugees and asylum seekers (33·0%, 18·3-47·6; I2 =98%) than in other migrant groups (6·6%, 1·8-11·3; I2 =92%). The pooled prevalence of antibiotic-resistant organisms was slightly higher in high-migrant community settings (33·1%, 11·1-55·1; I2 =96%) than in migrants in hospitals (24·3%, 16·1-32·6; I2 =98%). We did not find evidence of high rates of transmission of AMR from migrant to host populations. INTERPRETATION: Migrants are exposed to conditions favouring the emergence of drug resistance during transit and in host countries in Europe. Increased antibiotic resistance among refugees and asylum seekers and in high-migrant community settings (such as refugee camps and detention facilities) highlights the need for improved living conditions, access to health care, and initiatives to facilitate detection of and appropriate high-quality treatment for antibiotic-resistant infections during transit and in host countries. Protocols for the prevention and control of infection and for antibiotic surveillance need to be integrated in all aspects of health care, which should be accessible for all migrant groups, and should target determinants of AMR before, during, and after migration. FUNDING: UK National Institute for Health Research Imperial Biomedical Research Centre, Imperial College Healthcare Charity, the Wellcome Trust, and UK National Institute for Health Research Health Protection Research Unit in Healthcare-associated Infections and Antimictobial Resistance at Imperial College London