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Browsing by Author "Ochoa Uribe, Ana Marcela"

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    Análisis de la experiencia de formación de los Hermanos de La Salle en Istmina, Colombia durante los años 2002-2010
    (2012) Restrepo Botero, Juan Carlos; Ortiz Escobar, Claudia Patricia; Ochoa Uribe, Ana Marcela
    The Lasallian District of Medellin, Colom-bia requested Corporación Universitaria Lasallista to analyze the formation pro-cess received by postulants to De La Salle Brothers in Istmina, Colombia, from 2002 to 2010. Academic, religious, pedagogical, apostolic and personal formation experien-ces received there were analyzed in this case study –from a qualitative approach– by means of semi-structured interviews and focus groups. Personal and apostolic formations stand out among the results due to the characteristics of Istmina as a proper place for sensibilization and subjugation in proof of vocation. However, the reach of integral formation is questioned because academic formation presented meaningful deficiencies. In conclusion, even though formation experiences in vulnerable con-texts are appreciated –and contextualiza-tion of learning is deemed meaningful–, participants agree in the necessity of deve-loping strong competences to face educa-tional and apostolic practices.
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    Análisis de la experiencia de formación de los Hermanos de La Salle en Istmina, Colombia durante los años 2002-2010
    (2014-04-04) Restrepo Botero, Juan Carlos; Ortiz Escobar, Claudia Patricia; Ochoa Uribe, Ana Marcela
    The Lasallian District of Medellin, Colombia requested Corporación Universitaria Lasallista to analyze the formation process received by postulants to De La Salle Brothers in Istmina , Colombia, from 2002 to 2010. Academic, religious, pedagogical, apostolic and personal formation experiences received there were analyzed in this case study –from a qualitative approach– by means of semi-structured interviews and focus groups. Personal and apostolic formations stand out among the results due to the characteristics of Istmina as a proper place for sensibilization and subjugation in proof of vocation. However, the reach of integral formation is questioned because academic formation presented meaningful deficiencies. In conclusion, even though formation experiences in vulnerable contexts are appreciated –and contextualization of learning is deemed meaningful–, participants agree in the necessity of developing strong competences to face educational and apostolic practices.