School In Bogota Research Articles

Cartoons: A Meaningful Listening Comprehension Resource in an EFL Classroom

This article presents the results of a qualitative study which looked up to answer the following research question: What is the impact of using a set of activities based on cartoons to develop listening skills in fifth graders at a public school in Bogota? This study was carried out approximately during eight months in a public school in Bogota. The resources used to collect data were class observations which were registered in field notes. Interviews and surveys were applied to the population that was part of this study, the workshops and class observations were also used to describe the students’ listening development process. The outcomes and findings demonstrated that cartoons helped the students enhance their listening skills in three levels: the responsive, the selective and the extensive. This occurred as a result of the meaningful activities created to be put into practice in the classroom after the kids watched the animated series.

Listening to CLIL Practitioners

Content and Language Integrated Learning (CLIL) is an educational approach that combines linguistic and subject-based learning to develop the necessary competencies for success in a globalized world. A mixed-method study researched how CLIL is implemented in (10) K-11 schools in Bogota, Colombia, collecting data from 121 in-service teachers in private schools using an array of instruments, such as surveys, structured interviews, and semi-structured interviews. Using the grounded theory approach, data analysis showed that the participants had limited awareness of the CLIL approach and principles. Accordingly, the findings revealed that there is a need for more focus on fundamental CLIL concepts and more formalized teacher training programs. Furthermore, context-orientated resources also emerged as a priority amongst participants, considering that schools were merely trying to replicate European models of delivering CLIL without clear adaptations or consideration for the voices of local teachers. As a result, bilingual schools in Bogota, which are more inclined to use CLIL-oriented approaches, should establish a network to facilitate CLIL training programs to equip in-service teachers who are immersed in content and language environments.

Religious Beliefs of Students from Public Schools in Bogota

The article presents the results of a quantitative research that aimed to characterize young people from Bogotá, who study in public schools, regarding their religious identity, practices and beliefs; the subjective importance they give to religion; and the perceived conflicts between the latter and science. Through descriptive statistics, the article presents and interprets the data provided by a survey applied in 2019 to a random sample of students enrolled in the last grade in public schools of Bogotá. The following findings stand out: the high percentage of young people who no longer identify with Catholicism; and those who, although they have religious beliefs, are not part of a church or community of worshippers. Additionally, data indicate that religious identity, religious beliefs, participation in religious rites, and the frequency of conflicts between religious beliefs and scientific explanations vary with respect to young people’s sex and gender identity.

La educación virtual en épocas de pandemia. La crisis neoliberal de los cuidados

Este artículo sitúa la pandemia de covid-19 en la contradicción entre el capitalismo contemporáneo y las labores de cuidado, para analizar los impactos ocasionados por la emergencia sanitaria sobre el desempeño profesional de tres docentes que, ejerciendo su labor en colegios de Bogotá con características socioeconómicas distintas, han tenido posibilidades diferentes para garantizar la educación de sus estudiantes a través del uso de recursos virtuales. Se concluye, a través del diálogo entre las perspectivas teóricas sobre el neoliberalismo y la reflexividad de los docentes entrevistados, que la pandemia evidenció un ordenamiento social que protege diferencialmente la vida de las personas.

Reshaping english language teachers’ beliefs in the digital era

English language teachers’ beliefs in the digital era is an area which requires to be explored thoroughly. On account of this, this qualitative study explored teachers’ beliefs regarding EFL didactics, based on their experiences and knowledge within a hybrid learning environment. Six EFL teachers from a private school in Bogota participated in an eight-session course meant to prepare teachers for hybrid learning. Findings suggest that teachers’ beliefs and roles were reshaped while attending the eight sessions’ course. Although data collected showed a wide spectrum of answers from the teachers, they were connected in their desire to teach English in alternative manners to benefit students. As part of the conclusions, I found that although the use of technology is essential in effective learning (Littlejohn & Pegler, 2007), it continues to be a challenge for some teachers. Therefore, it is of vital importance to create spaces in which teachers can interact, share their experiences in the classroom, and create new knowledge and ideas in their teaching practices. By doing so, teachers can gradually face societal and technological challenges (Estudillo, 2001) and promote meaningful learning in digital natives (Littlejohn & Pegler, 2007) through language and technology.

Imaginando cómo podría ser el conocer reflexivo de los Bernabé Bernal

El presente artículo se configuró a partir de la versión del proyecto de investigación “Conocer reflexivo en contextos de modelación matemática desde una perspectiva socio crítica”, centrando su atención, en tanto problema de investigación, en el cuestionamiento ¿Qué caracterizaría el conocer reflexivo de los Bernabé Bernal si en su historia escolar la modelación matemática desde la perspectiva socio crítica resultara ser un medio regular en su formación? Particularmente, se busca reportar el análisis de una experiencia de aula la cual se basa en un ambiente de modelación matemática, pensado desde la perspectiva socio crítica, en la que busca relacionar características del conocer reflexivo que desarrollan un grupo de estudiantes de grado undécimo en un colegio público de Bogotá - Colombia. Se inicia con una idea metodológica de investigación denominada investigación crítica, la cual pone en consideración que en una investigación podría tenerse en cuenta no solo lo que está ocurriendo sino también lo que podría haber ocurrido y lo que podría ser imaginado, los datos (registrados en grabaciones de audio y video, entrevistas, escritos y producciones de los estudiantes) fueron analizados, considerando la noción de los actos dialógicos. Luego se presenta al conocer reflexivo y la modelación matemática a partir de una perspectiva política de la Educación Matemática. De esta manera, se considera que el contexto en que los estudiantes desarrollan tal conocer es un elemento del punto de partida que debemos tener en cuenta en nuestras prácticas pedagógicas e investigativas. Así, se destacan varias reflexiones, entendidas como un abrebocas para iniciar la discusión en torno a cuatro rasgos distintivos del proceso desarrollado por los estudiantes: pensando en el otro, lectura crítica y matemática, prácticas con las matemáticas y la colectividad. Con este marco se caracterizan tales rasgos como características del conocer reflexivo desarrollado por los estudiantes.

Elite global citizenship, a case of a secondary school in Bogotá, Colombia

ABSTRACT Global citizenship education has been in the world agenda for some time. However, different understandings of global citizenship are at play not only on the official curricula but also in the daily enactments of students within each institution. The research presented in this article seeks to investigate the notions of citizenship practices in an elite secondary school in Bogota, Colombia’s capital city. Following Andreotti,, I argue that this particular school educates under the light of a soft global citizenship that reproduces the country’s status quo and its inequalities. Empirical data were collected through classroom observations, interviews and group interviews.

La creación literaria como despliegue estético para la formación humana. Una propuesta didáctica basada en las antropologías pedagógica y literaria

Basado en las antropologías pedagógica y literaria, este artículo de investigación retoma la concepción de literatura como creación (poiesis) y explora su relevancia para la formación humana. Así, presenta una propuesta didáctica teórico-formativa de escritura, la cual ha sido llevada al aula de secundaria en tres colegios de Bogotá, Colombia, durante tres años. De acuerdo con el análisis de esta investigación-acción a la luz de la crítica educativa, su valor radica en vincular los procesos de ficcionalización con la formabilidad de las personas mediante el despliegue estético propio de la creación literaria. Por esta razón, esta experiencia constituye una alternativa complementaria a la lectura de obras y al comentario de texto sobre los que históricamente se ha desarrollado la didáctica de la literatura.

Representaciones sociales de docentes sobre la inclusión del estudiantado con discapacidad

El artículo busca identificar las representaciones sociales que poseen los docentes de instituciones educativas públicas de Bogotá y Cali (Colombia) sobre la inclusión de niños con discapacidad en las aulas. La investigación contempló el uso de análisis inductivos propios de la teoría fundamentada, para ello se identificaron los contenidos y la estructura interna de las representaciones sociales (análisis descriptivo y relacional). En el estudio participaron 25 docentes de dos escuelas públicas de Bogotá y Cali. Los resultados evidencian que los docentes consideran que, en la inclusión escolar, ellos juegan un rol articulador entre las políticas públicas y la implementación pedagógica en el aula, aunque no siempre con la preparación adecuada. Para los docentes el aspecto emocional de la experiencia inclusiva es demandante y lo valoran –mayoritariamente– como negativo.

Role of parenting styles in internalizing, externalizing, and adjustment problems in children

Introduction. Different studies have reported the relationship of parenting styles with adjustment problems in children. However, it has not been specified which aspects of parenting styles play a central role in the manifestation of such psychological problems. Objective. To increase the knowledge about the role of which parental educational styles are associated with internalizing, externalizing, and adjustment problems in Colombian children. Method. Through structural equations, the fit of the proposed model was verified. Participants were 422 parents and children aged between 8 and 12 years, enrolled in public schools in Bogota, Colombia. The Parental Educational Styles Questionnaire, the Child Behavior Checklist, and the Parent Format and Self-assessment Multifactorial Adjustment test were applied. Results. Family dynamics and parental practices have effects on internalizing, externalizing, and general maladjustment problems. Parental roles and practices show indirect effects on general maladjustment through externalizing problems. Discussion and conclusion. The models tested show that conflicts at home, parental overload, impulsivity, permissive, ambiguous/non-consistent styles, and dysfunctional reaction to disobedience play a role in the manifestation of internalizing, externalizing, and adjustment problems in children.

The enactment of the neoliberal citizen: evidence from a case study in Bogota, Colombia

ABSTRACT This article looks comparatively at the enactments of citizenship in two schools in Bogota, Colombia: a private elite institution and a public-private partnership school from the outskirts of the city. Data was collected through classroom observations and semi-structured interviews Enactments of students were conceptualised so as to identify the discourses of citizenship that were at play. I argue that both schools are under the influence of a strong neoliberal project that places emphasis on educating productive citizens. However, this conceptualisation of citizenship might not work for contemporary Colombia as it continues to reproduce a highly stratified society that carries within itself colonialities that do not allow for the interaction and collaboration of peoples. The article concludes that a thick cosmopolitanism that emphasises causal responsibility might be a more adequate lens for citizenship education in Colombia.

Desarrollo del pensamiento histórico. Análisis de exámenes de los estudiantes


 
 
 
 El objetivo principal de este artículo es analizar el contenido y el nivel cognitivo en exámenes de historia de estudiantes de trece colegios públicos de Bogotá.Se utilizó un diseño metodológico mixto, que combinó la sistematización de datos cualitativos y cuantitativos del contenido de los exámenes. Los resultados indican que la enseñanza y la evaluación tienen como eje un tiempo lineal, que gira en torno a las épocas.En gran parte de los exámenes, se solicita a los estudiantes principalmente memorizar y recordar datos, por tanto se trata de una evaluación elemental que privilegia los contenidos conceptuales e involucra poco los procedimentales. 
 
 
 

Advances on Parental Educational Styles Predictors of Internalizing and Externalizing Behaviors in Children

The purposes of this study were to perform a psychometric analysis of the Parental Educational Styles Questionnaire and to evaluate its predictive validity on externalizing and internalizing problems in Colombian children. Participants were 680 parents (M= 37.34; SD= 9.2) of children aged between 8 and 12 years enrolled in public schools in Bogota, Colombia. The parental educational styles questionnaire and the child behavior checklist -parents format- were applied to the participants. The resulting model presents the best indicators of favorable fit according to confirmatory factorial analyses. These values show an internal consistence of the instrument. The results indicate that dysfunctional reaction to disobedience, communication difficulties and conflicts predicted internalizing and externalizing problems.

Educación para la Ciudadanía Mundial: Una Innovación Curricular en Ciencias Sociales

This study explores a curricular innovation in the social studies class of a public school in Bogota, Colombia, in order to integrate some of the Global Citizenship Education objectives in the curricula of tenth grade students. Through an action research project, we were able to reform the teacher’s former plan of studies to enrich it with a global vision of the topics discussed. Results show how, through ludic and innovative strategies, students understand the differences among various government systems, and the sense of democratic participation. Likewise, through comparative exercises, they get to understand the complexity of armed conflict in Colombia, in dialogue with the processes of democratic transition that took place in other countries. Lastly, thanks to research activities about global social movements and to the use of portfolios, students analyze the motives and forms of action of those movements, and empathically identify themselves with the defense of human rights. Learned lessons for teachers interested in conducting similar innovations in their classrooms are highlighted.

Pedagogía del lenguaje en Colombia: un estado del arte

Este documento presenta los antecedentes investigativos del proyecto Una pedagogía del lenguaje y la comunicación en las prácticas culturales y comunicativas de los jóvenes de los colegios públicos de Bogotá, adscrito al Doctorado en Educación de la Universidad Distrital Francisco José de Caldas. Dicha investigación asume como núcleo temático la relación que existe entre la formación en lenguaje, las prácticas comunicativas de los jóvenes y las matrices culturales que subyacen a estas prácticas. La revisión de antecedentes que se presenta enseguida, ha sido elaborada a partir del análisis y la revisión documental de estudios recientes sobre el tema de la investigación, y gira en torno a la práctica pedagógica del lenguaje en Colombia, asumida como el escenario cotidiano en el que interactúan las formas de ser, actuar y pensar de maestros y estudiantes en la clase de Lengua Castellana. Para ello, la exposición de hallazgos inicia con un recorrido por la práctica pedagógica del lenguaje en Colombia, seguido por una caracterización de dicha práctica en otros países de América Latina y en Europa. Además, en los apartados tres y cuatro se exponen los elementos de la política educativa colombiana y la relación entre comunicación, cultura y pedagogía que propone el enfoque sociocultural para la enseñanza del lenguaje. Finalmente se plantea una reflexión de cierre sobre los hallazgos de la revisión de antecedentes.

Investigación de acción participativa sobre la relación entre conceptualización y escritura en los grados cuarto y quinto de educación básica primaria

Se presentan el enfoque, el desarrollo, los resultados y las conclusiones de una Investigación de acción participativa -IAP, realizada para aproximarse a una mejor comprensión del fenómeno de conceptualización a través de la escritura, desde la elaboración de mapas conceptuales hasta la escritura de definiciones de conceptos. La IAP se hizo siguiendo un modelo en ciclos de observación, reflexión, planeación y acción, repetidos en espiral ascendente con relación al avance en desarrollos favorables para el logro del objetivo común del grupo de participantes, docentes y estudiantes de los grados cuarto y quinto de educación básica primaria de un colegio en Bogotá. Se demostró que esa práctica de aula contribuyó a una transformación del pensamiento de los estudiantes, a tal punto que los llevó a distanciarse de la simple repetición de saberes para la acumulación de información y a trascender hasta la construcción, laorganización y la expresión de conocimiento a través de la escritura, lo cual es algo poco común en las prácticas didácticas ordinarias en estos grados de educación básica primaria.

Teaching EFL in a Rural Context through Place-Based Education: Expressing Our Place Experiences through Short Poems

This project implemented Place Based Education (PBE) as the basis to teach English to children from a rural school in Bogota, Colombia. Place Based Education is defined by (Sobel, 2004) as the process of considering not only the community, but also the environment as the beginning to teach concepts related to language arts and other subjects from the curriculum. In the case of our research project; we used PBE to teach English as a Foreign Language to two fourth grade rural classrooms. As for the objectives of our research, the first one sought to explore the role PBE had on approaching EFL students to their rural context and as for the second one, it was aimed to identify and describe the responses students had towards the writing of short poems based on the Genre-Based Approach (Hyland, 2007). Regarding the findings of our research project, it was evidenced that Place Based Education connected students to their rural surroundings and developed on them, an emotional bond towards their rural world. Regarding the writing of English, it was shown that the Genre- Based Approach permitted for students to feel confident and enthusiastic while writing in English. Furthermore, as part of the experiences students had with their local and English language, a book with the poems written by the students was created and published. Key words: Place Based Education, Genre- Based Approach, poetry for children, rural context, EFL

Evaluación de atención, memoria y flexibilidad cognitiva en niños bilingües

El artículo pretende identificar el impacto de la exposición temprana a una segunda lengua sobre algunas de las funciones ejecutivas, en relación con el tiempo de exposición y sexo de los participantes. El diseño metodológico es de tipo descriptivo, con alcance correlacional cuasi experimental, tipo caso control. La muestra es no probabilística, conformada por 30 niños en edades entre 5 y 6 años, en contexto escolarizado urbano. Para establecer el perfil cognitivo de los participantes se tomaron en cuenta como instrumentos la evaluación neuropsicológica infantil (ENI) y la escala WISC III abreviada (cubos y vocabulario). Se evidenció desempeño de los niños bilingües en memoria auditiva verbal; en atención visual y memoria de trabajo, los resultados son relativamente altos. En flexibilidad cognitiva, no se evidencian diferencias significativas para ambos grupos (bilingües y no bilingües). Encontramos diferencias entre niños y niñas: en memoria verbal auditiva y atención visual, las niñas muestran mejores desempeños, mientras que los niños obtuvieron mejores desempeños en las pruebas de memoria de trabajo. Por último, no encontramos correlación estadísticamente significativa entre coeficiente intelectual y resultados de la ENI.

Autonomy Perceptions from Teachers of English as a Foreign Language in Diverse Colombian Public Teaching Settings

<p><em>This qualitative descriptive case study reports the features in autonomy dynamics of three Colombian English language teachers in public schools in the District in Bogota Colombia. Three semi-structured interviews and reflective journals were used for data collection. The research question that guided this study was: What perceptions about autonomy do the three Colombian English language teachers have? The general purpose of this investigation was to identify the main features in teachers’ perceptions related to Autonomy. The specific objective was to identify the strategies that promoted autonomy in Teachers of English as a Foreign Language -TEFL- in different public schools in Bogota, Colombia. The study is, therefore, particularly significant as it can play a role in encouraging Colombian English as a Foreign Language -EFL- teachers to relate the factors needed to get a high quality in Education dynamics. Data indicated that the process heightened the teachers’ awareness of ‘self’ and practice. Autonomy also activated both the teachers’ ability to critically reflect on their context as well as focus on positive aspects of their practice through the willingness to improve their academic abilities and research production. Taken together, the findings serve as baseline data to further professional development in language assessment. </em></p><em></em><em></em>

Guided indagation as a methodological strategy for the development of scientific competences in middle education students

Technological advances require the development of scientific thinking in which students can access and transform their environment. This tends to teach an updated, contextualized and motivating science which awakens interest in students and that emphasizes in the development of scientific competences. Under this premise, the objective of this article is to present the results obtained when implementing a methodological strategy based on a guided inquiry, on the adjustment of physics laboratory practices. The strategy was carried out in three schools of Bogota (Colombia) in a research consisting of 145 students from secondary education, monitoring the interactions of students employing the follow-up process in the interaction whit laboratory practices model, and analyzing the progress of their performances inherent to the competences suggested in the research. From a mixed methodology, analytical descriptive, were implemented ad hoc designed input and output tests, which establish the level of appropriation of competencies, before and after the implementation of the methodological strategy. The results obtained show the effectiveness of the strategy within the educational contexts considered. It is concluded that the strategy presents an innovative and relevant character, since it proposes guiding and didactic elements for the teaching of science, bringing students closer to the new technological and scientific developments of today.