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Browsing by Author "Parra Moncada, Patricia"

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    Reflexión acerca de los modelos mentales y la formación cognitiva de los profesionales en educación
    (Corporación Universitaria Lasallista, 2005) Rendón Uribe, María Alexandra; Parra Moncada, Patricia; Holguín Higuita, Amparo; Cano Álvarez, Carmen Tulia; Arana Medina, Claudia Marcela
    The present article is guided to investigate for theoretical positions from the psychology and the pedagogy that refer to those “Mental Models”, specifically to those relating ones to the concept of “knowledge”. For such a purpose a journey begins for the cognitive theory of the psychology and later on pedagogic postures are recaptured as that of Johnson Laird. After clarifying mental model.s definition, it is looked for to relate it with the learning, and in turn with the teaching. During this search they seek to be answers regarding how it is known, and which an efficient way would be of teaching.
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    Sentidos de las prácticas discursivas en la formación de maestros en clave de educación para la paz y construcción de ciudadanía
    (Corporación Universitaria Lasallista, Editorial Lasallista, 2019) Manco Rueda, Sergio Andrés; Franco Montoya, Juan Carlos; Agudelo Torres, José Federico; Parra Moncada, Patricia
    This research reflection arises within the framework of the situation that Colombia was living in order to consolidate the peace agreement, so it was necessary to focus on the training of teachers, since these are social, ethical and political actors who, with their pedagogical work, contribute to the construction of a culture of peace. Objective: Unveil the discursive practices around education for peace and citizenship construction that circulate and are appropriated in the training of teachers in eight Faculties of Education and two Normal Schools in the department of Antioquia. Materials and methods: The research is qualitative with a phenomenological and documentary approach. The techniques used are: interview, focus group and documentary analysis; the instruments: interview guide, focus group guide and card for the analysis of institutional documents. The analysis was made with the information provided by each instrument and subsequently triangulated into a matrix of four meaning quadrants proposed by the researchers. Results: The meanings of the discursive practices were raised from four perspectives, namely subjective, objective, inter-subjective and inter-objective. Conclusions: The meanings of the discursive practices are placed from the subjective in one’s own knowledge, feeling and experience; from the objective in experiences, protocols and strategies; from the inter-subjective in the interrelation and discursive culture; and from the inter-objective in the institutionalization and explicit application of educational policies
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    Tensiones y relaciones en la educación inicial: retos para la formación de maestros educadores de las infancias
    (Corporación Universitaria Lasallista, 2017) Parra Moncada, Patricia
    This article tries to establish the tensions in the labor and formative scenarios of the teachers of children about issues that are strongly imbricated, such as care, teaching and education. These tensions are derived from the social representations that are held about these concepts, coupled with the ignorance of the implications of care and their interactions with education and teaching. Caring for, educating and teaching are fundamental tasks throughout life, and necessary to lead a dignified life.