Encuentro Educacional

Tabla de Contenido

Xiomara Arrieta de Uzcátegui — 2024-12-06

Del formato impreso y el inicio de las tecnologías al formato digital y la era de la inteligencia artificial. 30 aniversario de la Revista Encuentro Educacional

Xiomara Arrieta de Uzcátegui — 2024-12-06

Encuentro Educacional, Revista Especializada en Educación, proyecto del Centro de Documentación e Investigación Pedagógica (CEDID), de la Facultad de Humanidades y Educación, de la ilustre Universidad del Zulia (LUZ), inicia sus labores en 1994, como un “medio para difundir y proyectar resultados de investigaciones, informes técnicos y experiencias en el área educativa, producidos por los investigadores que se desenvuelven en el ámbito regional, nacional e internacional… abre caminos para el contraste y la convergencia de distintos enfoques, métodos y hallazgos entre individualidades, grupos y escuelas que se dedican a la educación” (Pirela, 1994).

El primer número fue publicado en formato impreso en abril de 1994, cuando la implementación de las tecnologías comenzaba a ser un desafío para las instituciones universitarias de Venezuela. Se publicaron 8 artículos de investigación, 2 informes técnicos y 1 experiencia, referidos a gerencia educativa, clima organizacional, mercados de trabajo, uso del computador en el proceso formativo, aprendizaje matemático, tecnologías educativas, desarrollo comunitario y deporte, investigación y docencia, actualización y perfeccionamiento docente, escritos por distinguidos investigadores de LUZ y otras universidades internacionales.

Ya son 30 años de funcionamiento de Encuentro Educacional, al servicio de docentes e investigadores para la publicación de sus trabajos de ascenso, trabajos de grados, tesis doctorales, productos de proyectos y programas de investigación. Un tiempo de altibajos, enfrentando retos y desafíos, principalmente por la escasez de recursos e infraestructura tecnológica en las universidades e instituciones educativas, aun cuando estas herramientas innovadoras progresan cada día a pasos agigantados. Pero siempre trabajando con empeño y dedicación por avanzar hacia un futuro próspero, donde las tecnologías emergentes como la inteligencia artificial (IA), invaden el mundo moderno en los distintos aspectos de la sociedad, principalmente el educativo.

Componentes dinamizadores del currículo en lenguaje desde la perspectiva docente

Nelsy Peña Guerrero — 2024-12-06

Even when teachers follow guidelines from the Ministry of National Education of Colombia (1998; 2006; 2017; 2018), micro curricula are often disconnected from the realities, interests, and needs of students. This gap between the content taught, the methodology, and meaningful learning limits their training to face contemporary challenges. The purpose of the research was to identify the dynamic components of the language curriculum from the teacher's perspective that respond to current educational demands. It is based on contributions from Ritchhart & Church (2020), Swartz (2018), Robinson (2016), Galbán (2016), Harf (2017), Perkins (2015), among others. The work followed a qualitative approach, with the Educational Action Research method developed in three cycles of reflection; the sample corresponded to 22 teachers of first and second grade of Primary Education. Reflection cycle 1 revealed: the dynamization of the language curriculum requires the generation of strategies according to the context; the dynamization of the meso and micro curriculum implies articulating content with significant and diverse activities; incorporation of technologies and transformation of classroom environments; the curricular structure is perceived as organized-comprehensive, distant from reality, with a lack of the emotional component. Reflection cycles 2 and 3 allowed defining the dynamic components of the curriculum such as the transition to novel strategies, flexibility according to needs and interests, management of emotions, reflective evaluation and school-family articulation.

Contextualización de los contenidos sobre procesos geomorfológicos en la enseñanza geográfica universitaria

Ramón Labarca Rincón — 2024-12-06

The teaching of Geography at the university level must respond to the demands of the contemporary world where geographical phenomena can be seen in situ or through technology. This research aimed to analyze the contextualization of the contents on geomorphological processes in university geography teaching in the Maracaibo municipality of Zulia state. The theoretical foundation was based on Santiago (2021), Labarca (2021), García Ríos (2019), Almoguera (2018), Souto (2018), Pascual Trillo (2017), among others. Methodologically, the study was located in the positivist paradigm and quantitative approach, being a descriptive research with a field design. The information collection was carried out through a Likert-type questionnaire applied to students of education courses taking geographic subjects at the University of Zulia. In the coastal erosion indicator, the results show that the university professor handles the theory, but does not resort to its exemplification in the Zulia coastal landscapes; On the other hand, it is noteworthy that in the wind transport indicator, respondents determined that the example of the Cacique Nigale Cliffs is not used to contextualize the transporting action of the winds. It is concluded that, although the Geography teachers at the university under study have a high level of knowledge of geomorphological processes, there is very little contextualization of such content with the landscapes of Zulia.

Pensamiento lógico matemático: estrategias, recursos y procesos evaluativos empleados por los educadores

Luis Barrios Soto — 2024-12-06

Mathematical logical thinking is essential to solve problems in a structured and efficient way, so it becomes a challenge for teachers, since this type of thinking requires a teaching that encourages critical reasoning and deep reflection, beyond the simple memorization of formulas. This research has the objective of analyzing the teaching strategies, educational resources and evaluative processes used by educators to develop mathematical logical thinking. It was supported by theoretical contributions of Gómez et al. (2021), Callisaya (2020), Remigio (2020), Arias (2020), Hidalgo (2019), among others. Its methodological approach was qualitative and descriptive; content analysis was used as the study technique and the semi-structured interview as the data collection instrument. The sample consisted of six mathematics teachers residing in Colombia, Venezuela and Ecuador. Among the results, it was found that teachers believe that the level of mathematical logical thinking in elementary and middle school students is low, which is due to the difficulties they have in basic operations, concluding that, to minimize the shortcomings presented in the area of mathematics, education professionals use various strategies (problem solving, workshops, project-based learning and practical classes), resources (physical and virtual), and evaluative processes in teaching, thereby developing mathematical logical thinking.

Proyecto educativo, formación de organizaciones innovadoras y sistema local de innovación. Caso: municipio Maracaibo, estado Zulia, Venezuela

Elita Luisa Rincón Castillo — 2024-12-06

An educational project represents a way that makes it possible to reconcile the aspirations of university centers with the demands of society. This work aimed to formulate a proposal for an educational project for the formation of innovative organizations as a boost to the formation of a local innovation system in the Maracaibo municipality, Zulia-Venezuela. A projective methodology was used through a documentary design. The research was based on the categories of educational project (Villalobos, 2018; Delfino, Terrero y Suzeta, 2015; Torres, 2009); innovative organization (Salazar et al., 2019; Suárez, 2018; Rangel y Tinto, 2014) and local innovation system (Caro, 2017; Erbes y Suárez, 2016; González, 2010). Local environments function as innovation incubators, since they have companies that are decisive elements in the processes of creation and dissemination of innovations, as well as public entities. This fact makes clear the existence of the relationship between innovation and territory, since companies and institutions are part of localized and specific environments, development and innovation depend on: organization of the territory, interaction of agents, learning dynamics and history local, singular and collective. Currently, more than half of the world's population is urban and much of what will be the future of human society will take place in cities, making it important to promote innovation.

Hugo Zemelman y Matthew Lipman. En torno a la lectura, el aprendizaje, la investigación y el pensamiento epistémico

Jesús Alfredo Morales Carrero — 2024-12-06

Understand the complex relationships that weave and weave the world as well as knowledge accumulated, requires the disposition of a series of mental operations associated with the understanding, with the ability to organize experience and the attitude of openness to position oneself in the face of circumstances in an attempt to see the unprecedented. This essay as a result of a documentary review with a quality approach, it was proposed to review the contributions of Hugo Zemelman (2005, 2012, 2015) and Matthew Lipman (1998, 2004, 2016a) around reading, learning, research and epistemic thinking: processes that assumed with the possibility of train competence citizens to transcend the explanatory parameters ok knowledge accumulated, until achieving the autonomous production of knowledge from its cognitive operation. Results indicate that meaningful access to the relationships that weave reality as well as critical review of knowledge, requires the deployment of higher thinking skills through which redefine the world and attribute meaning to the interacting with complex units of meaning that permeate the phenomena under study. In conclusion, diving into reality to look for elements based on which problematize discourses , hegemonic statements and theoretical positions in an attempt for deriving unprecedented approaches that expand the disciplinary horizon as well as possibilities associated which knowing.

Relación de la supervisión del director y el desempeño laboral docente en instituciones educativas

Lucilo José Fonseca Silva — 2024-12-06

The supervision of the director in educational contexts becomes the means to improve teaching work performance, and thus face the realities of the educational system, the relationship of supervisory management enhances the capabilities of those who make up every structure within organizations. The objective of this research was to determine the relationship between the director's supervision and teaching work performance in educational institutions Ing. Aurelio Beroes and Luis Beltrán Ramos. It was mainly based on the theoretical contributions of Paz (2020), Cavagnaro (2019), Cortés and Lorente (2011). The methodology applied was descriptive-correlational, field design, non-experimental-transversal. The sample was made up of 3 managers and 22 teachers from the educational institutions under study. The survey technique was applied and the instrument was a questionnaire with 51 items, with a Likert-type scale. The results were compared, concluding that the variables are related, whose value obtained by Spearman's correlation coefficient was 0.995; This indicates that the greater the supervision by the director, the better the teachers' job performance will be. In summary, the relationship between supervision and work performance influences teaching practices and the need to strengthen the capabilities of those responsible for the educational act.

Aprendizaje significativo de las operaciones con fracciones en estudiantes de básica primaria según opiniones de docentes

Juan José Rocha Flórez — 2024-12-06

Meaningful learning encompasses a series of cognitive, affective, and social processes that are activated in the subject's mind to relate new knowledge to the previous information that they handle in their daily lives. It is essential for a lasting appropriation of knowledge in all areas of human activity and, especially, in mathematics, since in this discipline abstract knowledge is handled that must be extrapolated to situations and problems in the environment. The objective of this article is to analyze the opinion that teachers have in relation to the meaningful learning of operations with fractions in primary school students. It is based on contributions from Ramírez and Olmos (2020), Botero et al. (2017), Capilla (2016), among others. A qualitative study was carried out with 5th grade students and teachers from 3 institutions in the Repelón municipality, Atlántico department, Colombia. Through direct observation of the actors' performance, it was possible to verify deficiencies in the appropriation of the concept of fractions that are manifested in practice when carrying out exercises with these operations. The interview technique was applied, with an instrument of 4 questions to 3 teachers, and it was possible to verify that, for them, there is no significant learning of fractions by the students, which makes it difficult for them to appropriate other content related to these operations at successive levels of schooling.

Políticas públicas para fortalecer la comprensión lectora: un análisis comparativo sobre Colombia, Ecuador, México y Venezuela

Javier José Aguilera Carvajal — 2024-12-06

Despite the intense flow of information that can be accessed today, reading comprehension is in a critical situation in different societies, which makes it necessary to implement public policies that comprehensively address this problem. In the educational field, these interventions involve different actors, including directors and teachers, who are aware of student shortcomings and are the ones who, from their pedagogical management, implement and lead the necessary actions to reorient educational processes, directing them towards the achievement of goals and the attainment of academic objectives that, over time, become increasingly closer to global standards of educational quality. In this sense, the objective of this research was to comparatively analyze some of the public reading policies of Colombia, Ecuador, Mexico and Venezuela. To do so, the study was based on the postulates of Machado, Magalón and Rodríguez (2019), Escalante (2019), Cassany (2004), among others. A documentary review was conducted of the educational policies implemented by government entities and a look at the most recent results of evaluations by international organizations that are responsible for quantifying progress in school matters, particularly reading comprehension. The results showed that these policies implemented, although they have required significant administrative, financial and logistical efforts, have not achieved significant progress in strengthening reading comprehension in students.

Competencias investigativas: Una nueva forma de gerenciar la educación media general

Deinny Puche Villalobos — 2024-12-06

There is an urgent need to adapt to contemporary demands in the educational field. In a context where knowledge is constantly transforming and updating, it is essential that secondary education institutions develop research competencies that allow them to manage and oversee institutional guidelines effectively. The objective was to determine the importance of research competencies in fostering a new way of managing general secondary education. Thus, it was based on the theoretical postulates of Rondón (2024), Puche (2024), Morales (2023), Acosta y Barreto-Rodríguez (2023), Hernández (2020), among others. Methodologically, it followed the pragmatic paradigm, with a mixed approach combining a questionnaire administered to 42 school administrators and interviews conducted with 8 of them. The quantitative results revealed that a significant majority of administrators (66.6%) perceive their ability to evaluate problems in the educational environment as moderate. Regarding data interpretation, most (66.0%) perceive this skill as moderate. In terms of decision-making, 59.6% of administrators rate this competency as deficient. From the qualitative perspective, the findings show that deficiencies in problem evaluation are mainly due to a lack of training in research techniques and critical analysis. It is concluded that administrators have developed research competencies at a moderate level.

Pedagogía sistémica como alternativa de cambio en educación básica. Un estudio de caso

Nelia González de Pirela — 2024-12-06

In order to write about systemic pedagogy, it is essential to consider education and family dynamics, because members of the family system are key actors in academic performance. This documentary study aimed to analyze the theoretical foundations of the orders of love of Hellinger (2001), Olvera (2016) and Pérez (2022), in order to recommend as a proposal guideline for improvements in student performance at school. The principles of systemic pedagogy and the strategies to address learning according to the characteristics of student performance at the Peniel Educational Unit were described, San Francisco, Zulia, Venezuela. The methodology focused on the case study method, with a qualitative approach, bibliographic and descriptive review techniques were used with the matrix analysis instrument to tabulate the theoretical - practical data applied to the school under study. As a result of the research, teacher training guidelines were constructed, focusing on systemic pedagogy with the participation of the family and the integration of academic areas in the design and development of the classroom pedagogical project to contribute to the improvement of academic performance, with the development of an action plan to improve student performance. It was concluded that the practice of the orders of love, the application of systemic strategies plus the participation and integration of the entities involved in the school contribute to the improvement of student performance.

Concepciones docentes sobre el bullying o acoso escolar: estrategias pedagógicas y conductos regulares

Mónica Beatriz Barrios González — 2024-12-06

One of the challenges facing teachers today is the prevention of bullying, a problem that has reached alarming levels in many regions of the world, putting at risk the physical, psychological and emotional integrity of students, therefore, this article aims to analyze the conception of teachers about bullying and the implementation of strategies and care route for these cases. For the study, contributions were taken from some authors such as Falla and Ortega (2019); Herrera (2021); García and Fernández (2020); Hernández et al. (2021); Azúa, Rojas and Ruiz (2020). The methodology is based on a qualitative and descriptive approach, taking ten teachers from public and private schools as a sample. Content analysis was used as a research technique, applying a semi-structured interview as a data collection instrument. Among the results obtained, it is found that teachers understand the importance of using pedagogical strategies to reduce bullying and conceive that bullying is caused by different factors such as social strata, family conditions or discrimination. It was concluded that it is important to carry out awareness-raising activities as a way to understand the problem of bullying and school violence, to strengthen ethical values in students and to work on interpersonal relationships for an optimal school coexistence.

Impacto de las herramientas digitales en la enseñanza y el aprendizaje de la química en educación secundaria

Marta Isabel Delgado Mora — 2024-12-06

Science teaching, and chemistry in particular, faces the challenge of making often abstract and complex concepts accessible and understandable. Traditional methods sometimes fail to engage students or facilitate learning. This study aimed to explore the impact of digital tools on the teaching and learning of chemistry in secondary education over the last 5 years. The methodology used was a qualitative, documentary-type approach with a descriptive scope. Through the literature review, several studies are examined that analyze how these technological tools have improved student skills and the quality of teaching. Several strengths were identified: significant increase in student participation, greater conceptual understanding of complex topics, increased accessibility to educational resources, interactive, dynamic and attractive learning materials, which enrich the educational experience and make it more inclusive. However, the study also identifies important challenges that need to be addressed to maximize the positive impact of digital technologies, highlighting issues related to the digital divide, which still affects many regions, particularly Colombia, limiting equitable access to technology. Adequate training of teachers and students in the effective use of these tools is urgently needed, in order to effectively integrate them into their school practices.

Renovación curricular: una vía para la reflexión de la calidad educativa en Colombia

Jonatan Cardozo Cruz — 2024-12-06

In recent decades, various educational reforms have been introduced, focused on responding to the demands of a globalized world and improving educational quality, and Colombia is no exception. This research aimed to critically analyze the different educational reforms and curricular renovations that have been carried out in Colombia and their impact on educational quality. Documents published by the Ministry of National Education are analyzed (MEN, 1996; MEN 2007; MEN 2017). A qualitative approach was applied, with a documentary review, characterizing the information with the help of hermeneutics to assimilate, elucidate and ponder regarding the selected topic from the different bibliographic sources explored. It is observed that some Ten-Year National Education Plans made significant contributions, although their execution was incipient in some cases. In Colombia, the State is the mediator in the creation of laws and decrees, thus curricular renovation stands out as a crucial point to improve educational quality. One of the most representative deductions in this research is the need to promote educational and curricular policies that support the reconstruction of the Colombian educational system and its subsequent reconfiguration with the help of dialogic and critical curricular renewal, which results in the transformation of social and cultural reality.

Liderazgo lateral como estilo gerencial ante la complejidad de las organizaciones educativas del subsistema de educación básica

Martín Segundo Guerrero Talez — 2024-12-06

Educational organizations must respond to the structural complexity that comprises them. Therefore, lateral leadership in the educational context can be implemented as a favorable option to influence institutional actors towards school administrative models that facilitate achieving a better organizational development. In this sense, the purpose of this essay was to analyze lateral leadership as a management style in the face of the complexity of educational organizations in the subsystem of elementary education. It was based on the theoretical foundations of Cooper, Croxton and Saines (2023), Fisher and Sharp (1999), among others. From a methodological point of view, the essay is based on an ongoing investigation, which is framed under a qualitative documentary-type perspective, based on a review of information, the technique used being content analysis and an interview script as an instrument and the field notes kept by the researcher. All of this, accompanied by a descriptive-reflective process that supports new operational procedures in the school environment, linked to the five-dimensional approach to research in correspondence with the administrative processes demanded by the knowledge society. It is concluded that lateral leadership is a viable management alternative in the technical-administrative processes of educational institutions. Therefore, work based on collaboration is necessary as an alternative solution to social challenges and, above all, those challenges present at an academic level.

Instrucciones a los autores

Xiomara Arrieta de Uzcátegui — 2024-12-06

Instructions to authors

Xiomara Arrieta de Uzcátegui — 2024-12-06

Índice acumulado 2024

Xiomara Arrieta de Uzcátegui — 2024-12-06