Intención de emprendimiento y liderazgo en Colombia

La relación entre el liderazgo y emprendimiento es un tema de estudio y análisis relativamente nuevo. El término de liderazgo ha sido estudiado y enfocado a otras áreas de estudio, pero en cuanto a la relación existente con emprendimiento se presentan aún carencias conceptuales. A lo largo del presente estudio, se hace una revisión de la literatura la cual permite identificar y analizar estos conceptos y su relación en la última década en Colombia, consultando literatura comprendida en bases de datos en línea tales como, Redalyc, Scielo y Dialnet. En este documento, se destacan los atributos de un emprendedor y de un líder, igualmente se recogen los modelos de emprendimiento, las teorías de liderazgo, y los elementos que caracterizan cada concepto. Finalmente, se evidencia una dicotomía entre el líder y el emprendedor y se concluye que el liderazgo es una característica intrínseca del emprendimiento; sin embargo, el liderazgo no es por regla utilizado para emprender.

Los conceptos de autonomía y democracia universitaria en la universidad pública colombiana, en el marco de la globalización y a través de la educación por competencias. 1992 - 2013

El interés de esta monografía es analizar la influencia de la globalización como proceso mundial y el neoliberalismo como política económica frente a la definición de políticas educativas. Tiene como objetivo analizar la manera en que se han modificado los conceptos de autonomía y democracia universitaria en la universidad pública colombiana, en el marco de la globalización y a través de la educación por competencias desde 1992 hasta el 2013. Con base en una aproximación conceptual de los términos de autonomía y democracia universitaria a través de elementos teóricos e históricos, se analizará como el actual sistema educativo colombiano y la educación por competencias ha modificado los conceptos de autonomía y democracia universitaria en la universidad pública colombiana.

The Students’ Perspective of Geometry Teaching and Learning in High School

The purpose of this article is to present the results obtained from a questionnaire applied to Costa Rican high school students, in order to know their perspectives about geometry teaching and learning. The results show that geometry classes in high school education have been based on a traditional system of teaching, where the teacher presents the theory; he presents examples and exercises that should be solved by students, which emphasize in the application and memorization of formulas. As a consequence, visualization processes, argumentation and justification don’t have a preponderant role. Geometry is presented to students like a group of definitions, formulas, and theorems completely far from their reality and, where the examples and exercises don’t possess any relationship with their context. As a result, it is considered not important, because it is not applicable to real life situations. Also, the students consider that, to be successful in geometry, it is necessary to know how to use the calculator, to carry out calculations, to have capacity to memorize definitions, formulas and theorems, to possess capacity to understand the geometric drawings and to carry out clever exercises to develop a practical ability.

La participación y su viabilidad en Costa Rica

This article is intended to discuss about existent national legislation concerning community and student participation. It is focused on rural communities because of their serious limitations as well as their great potential for development. An education for effective participation of the rural citizens is necessary since their first learning processes, in order to achieve their full and effective insertion inside the national and global market.

El desarrollo de foros estudiantiles como estrategia para fortalecer la enseñanza de la Cívica. La experiencia del Primer Foro Regional de Gobiernos Estudiantiles

With the implementation of the new Civics Syllabi, new expectations are opened so that the civil education is approached in a more integral way. This will let the teachers explore different techniques to develop their students´ citizenship competences, in order for them to join a society where local, national and global participation allow them to take relevant and committed attitudes. The execution of the Regional Students´ Government Forums is an example on how education contributes to create opportunities for leading students, so that they can have spaces to reflect, give their opinions and offer solutions to the problems that society is facing, and that at the same time, in the future they will be assumed by these students when they have their full citizenship.

The interactive dynamics in the university context: the classroom environment

Interpersonal relationships in human communities gained a great value since the begging of mankind, these relationships are constructed on interaction and socialization. The educational context is not exempt of these interactive and communicative processes, and it is specifically in the classroom where they can be found. The classroom can be identified as a physical and a humane space, in which dynamics are developed from the interactions between teachers and students, learning content, learning strategies and the class environment. All of these aspects are presented in the classroom as part of the teaching and learning processes. It is interesting to analyze the classroom environment and the interactive dynamics that are developed in it, regardless of the student’s age, wether in the case of infants, adolescents or adults. In this particular case, we analyze the classroom environment at the university level. Understanding the interactive dynamics that are being developed in the classroom, determine whether or not an environment is appropriate for the teaching and learning processes, which must be considered, if someone chooses an integral and quality of education.

National university`s students perspective of teachers and college education: their characteristic and classroom environment

This article presents the results of a research project in which the characteristics of university teachers and classroom environment were studied from the students´ perspectives. The study was based on a mixed design, this one attempts to develop a profile of the teachers, with the participation of students being trained in pedagogy majors. The results indicate that the students underline the importance of personality and psico-pedagogical characteristics in contrast with the theoretical findings, which point more towards professional characteristics.

The Support Educational Commitee Participation in the Pedagogical Approach of an Educational Integration

Educational services are essential to social and economical development of people, mainly to the progress of all sectors of society. Establishing actions that can promote the participation of various social groups is essential to improve their quality of life and building more respectful and fair human rights without any discrimination or exclusion. In recent years, the Costa Rican education system has undergone significant changes due to the pedagogical approach of inclusive education in which students with educational needs may require different support and specialized resources for training and development. For this, the Basic Educational Division of the Center for Teaching and Research in Education, generated a concern of investigating the participation of the Committee of Educational Support in the process of educational integration, thus, determine the functions performed in the educational context, under the rules of the 7600 Equal Opportunity Act for people with disabilities, which is the entity that corresponds to regulate access to education by identifying the support required for students with educational needs and, advice and trains, administrative staff in schools both public and private in the country. In addition, there is also a concern for exploring the role of the Special Education teacher for this Committee, as well as learning the perceptions of teachers and parents about the functions performed by the committee.

Proposal for Labor Market Integration of Teachers in Contexts of High Social Vulnerability

The purpose of this paper is to share a proposal for teacher’s labor market integration in contexts of high social5 vulnerability. This paper is the result of a research conducted in a priority attention primary school6 of the central canton of Heredia7. It explored the labor market integration process of teachers, considering the community, family and student reality of a population social risk. The research that supports this proposal is based on a qualitative approach, since the diagnosis process is not intended to provide answers that could be commonly applied to other education centers in similar contexts, but to make an exploratory approach of teachers’ reality and their integration process into education institutions of high social vulnerability. Therefore, although this paper intends to share this experience, it does not aim to unify integration practices, but to be an input in carrying out similar processes.  (5) The concept of high social vulnerability is understood based on Sojo’s approach (2003), which defines it as marginal urban communities in areas considered by the Costa Rican government as priority areas with the greatest social, economic backwardness in the country, and high rates of violence, leisure, unemployment and drug addiction. (6) Translator’s note: The Costa Rican education system is composed of primary education (1st-6th grade) and secondary education (7th-11th grade). (7)A public primary school in the circuit 02 of the Province of Heredia.

La integración curricular: Una experiencia en el primer nivel de diplomado de la carrera de Licenciatura en Pedagogía con énfasis en Educación Preescolar

Recibido 28 de setiembre de 2011 • Aceptado 24 de octubre de 2011 • Corregido 06 de noviembre de 2011     Se plantea una reflexión acerca de la experiencia de integración curricular realizada por académicos y académicas universitarias, del primer nivel de diplomado de la carrera de Licenciatura en Pedagogía con énfasis en Educación Preescolar, de la División de Educación Básica de la Universidad Nacional, durante el primer semestre del año 2011. La integración ha sido concebida por el equipo del nivel como un proceso de crecimiento personal y profesional, para generar oportunidades que permitan el fortalecimiento de equipos docentes y de los cursos del nivel, en procura de brindar mayores oportunidades para el desarrollo estudiantil.

Consideraciones para la implementación de un modelo de educación virtual: Revisión de áreas estratégicas

Recibido 07 febrero de 2011 • Aceptado 09 de marzo de 2011 • Corregido 23 de agosto de 2011   En este ensayo, a partir de una revisión bibliográfica con respecto a las áreas medulares de un modelo de educación virtual, se proponen algunas orientaciones dirigidas a aquellas personas interesadas en implementar una oferta académica virtual o bimodal, en la Universidad Nacional de Costa Rica. Se razona en función de siete áreas estratégicas sobre las cuales se debe sustentar un modelo de educación virtual: la filosófica; la académica; la profesoral; la estudiantil; la técnica; la legal/jurídica y, la financiera, geográfica y de dirección. Para cada área se presenta: a) un resumen de las tendencias de las mejores prácticas de educación virtual, b) recomendaciones de los expertos para realizar una gestión efectiva de carreras universitarias virtuales o bimodales, c) una breve reseña de las experiencias de la UNA en ese campo. Finalmente, se brindan, para cada área estratégica, algunas sugerencias que la UNA debiera considerar para continuar la ruta que asegure el éxito y la continuidad de sus carreras en modalidades virtuales y bimodales.

Construction of the Cognitive Dimension of the Scientific Literacy in the Students through the Costa Rican Biological Sciences Olympics

This research recognizes the cognitive contributions to the students participating in the Third Costa Rican Biological Sciences Olympics that will define the advancement and strengthening in the construction of its conceptual dimension in the scientific literacy.  This paper is based, mainly, on qualitative approach techniques (ethnographic design:  case study); however, some data are interpreted through quantitative methodologies (descriptive design with an explanatory and exploratory touch) for the analysis of a sample of 54 high school students, finalists in the category A of the Olympics, through the use of tools such as a documentary study and a survey, in July 2009.  The information generated was analyzed using elements of inferential and descriptive statistics, figures and histograms.  It was proved that there is a better cognitive management in the topics assessed, an increase in the students’ academic performance as the tests are applied, a commitment for the academic update supported by the development of several tasks for previous preparation, curriculum contributions unprecedented based on our sample, a consent to optimize student’s knowledge about Biology, which will allow the application of scientific notions to diversify and renew the knowledge, according to what is established in the principles of scientific literacy.

Manual de la comunicación inclusiva

El Manual de la Comunicación Inclusiva es una guía para generar mensajes éticos acerca de las personas que tradicionalmente son consideradas “minorías” en Costa Rica. Pretende dar recomendaciones al momento de escribir o difundir mensajes audiovisuales sobre la gente con discapacidad, la infancia, las personas afrodescendientes, los hombres homosexuales, las mujeres lesbianas, las personas indígenas o migrantes, entre otros. Es un trabajo colectivo del curso semestral “Comunicación inclusiva” que se impartió en la Escuela de Ciencias de la Comunicación Colectiva de la Universidad de Costa Rica durante los años 2007 y 2008. La población estudiantil colaboró en su redacción. Las diferentes organizaciones de la sociedad civil también aportaron ideas. Además, estas organizaciones capacitaron semanalmente al estudiantado en cada uno de sus temas de interés. El trabajo de compilación y edición estuvo a cargo del profesor del curso. El Manual de la comunicación inclusiva aspira a que toda persona emisora de un mensaje, reflexione sobre la forma y el contenido antes de emitirlo con el fin de lograr un producto comunicacional, que aliente el respeto y la inclusión de todas las personas dentro de una sociedad, que aún no logra superar todas las manifestaciones de discriminación. The Inclusive Communication Manual is a guide that allows us generate ethical messages about people or groups of people who are traditionally considered in Costa Rica as “minorities”. It Intends to provide recommendations for the autho messages that has to do with people who have certain disability or about childhood, African American people, homosexual men, lesbian women, group of natives and migrants among others.  It’s a collective work from the “Inclusive Communication” course that took place at the “Collective Communication School of Costa Rica’s University” during the year of 2007 and 2008. The students collaborated in its redaction as well as different other organizations of the civil society who provided ideas. Also, these organizations trained the students on a weekly basis on each and everyone of the subjects in study. The work of compiling information and its editing was done by the professor of the course.The Manual of Inclusive Communication intends to make the person who sends a message, think about the message, its content and form, before sending the message in order to accomplish a communicational product that will reinforce the respect and the inclusion of every single person within a society which even nowadays it can’t overcome the different manifestations of discrimination.

LA ENSEÑANZA Y ENSEÑAR GEOGRAFIA EN LOS COLEGIOS DE COSTA RICA

La didáctica de  la geografía en  las escuelas y  los colegios debe orientarse a dejar  los elementos tradicionales y  antiguos que constituyen la base del saber geográfco escolar. La enseñanza de la geografía en los colegios de nuestro país se encuentra en una situación muy difícil, se podría decir que defciente y limitada, en especial por dos razones. La primera tiene que ver con una formación geográfca limitada, parcial y tradicional, y la segunda se relaciona con una ausencia de refexión didáctica sobre la disciplina.  La población estudiantil deben adquirir una serie de nociones y ha-bilidades que se interrelacionan entre sí, pero para ello es necesario estructurar el aprendizaje, de manera que la enseñanza se realice en una forma gradual.