{"id":1869,"date":"2021-03-02T15:46:13","date_gmt":"2021-03-02T15:46:13","guid":{"rendered":"https:\/\/www.ucm.edu.co\/?post_type=grupo_inv&p=1869"},"modified":"2023-03-31T11:44:32","modified_gmt":"2023-03-31T16:44:32","slug":"proyectos","status":"publish","type":"grupo_inv","link":"https:\/\/www.ucm.edu.co\/en\/grupo_inv\/grupo-de-investigacion-educacion-y-formacion-de-educadores-efe\/proyectos\/","title":{"rendered":"Projects"},"content":{"rendered":"

Current projects<\/h2>\n\n\n
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The school of play in rural areas, recreational, sporting, cultural and healthy practices.<\/a><\/h3>\n\t\t<\/div>\n\t\t+<\/span>\n\t<\/div>\n\t
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\n\t\t<\/div>\n\t\t
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Understanding the educational experiences of rural school teachers in the Central-South Subregion of Caldas.<\/a><\/h3>\n\t\t<\/div>\n\t\t+<\/span>\n\t<\/div>\n\t
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Institutional Research, Extension and Social Projection Program: Weaving narratives and meanings of the armed conflict, memory and transitionality in the indigenous reservation of colonial origin Ca\u00f1amomo-Lomaprieta, Riosucio Sup\u00eda, Caldas.<\/a><\/h3>\n\t\t<\/div>\n\t\t+<\/span>\n\t<\/div>\n<\/div>\n\n\n\n\n
<\/div>\n\n\n\n

Projects completed<\/h2>
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    \n
  1. Pedagogical support for children of the Soccer and Dance School of the Community of San Sebasti\u00e1n - Manizales.<\/li>\n\n\n\n
  2. Understanding the educational experiences of rural school teachers in the Central-South Subregion of Caldas. <\/li>\n\n\n\n
  3. The school of play in rural areas, recreational, sporting, cultural and healthy practices. <\/li>\n\n\n\n
  4. The experience of loss: ethics and otherness in the face of suicide in three Colombian cities. <\/li>\n\n\n\n
  5. Pedagogical narratives and reflective transformation of teaching practice. <\/li>\n\n\n\n
  6. Scientific and academic production in technology and computer science in Colombia: discourses and practices 2000 to 2018. <\/li>\n\n\n\n
  7. Pedagogical and educational practice in the Bachelor's Degree in Technology and Computer Science at the Catholic University of Manizales as a contribution to the initial teacher training.<\/li>\n\n\n\n
  8. Transformation of the Academic Habitus associated with national policies derived from the orientations of international organizations. <\/li>\n\n\n\n
  9. An instrumental approach with augmented reality in the learning process of quadric surfaces.<\/li>\n\n\n\n
  10. Disabled spaces, redefined spaces, building social fabric through community intervention. <\/li>\n\n\n\n
  11. Accompaniment in the integral rehabilitation process of children, youth and adults of the Caldense Disability League and the Foundation with Human Style who attend the sports facilities of the Universidad Cat\u00f3lica of Manizales.<\/li>\n\n\n\n
  12. Pedagogical Accompaniment to the Ni\u00f1os de los Andes Foundation - Phases I, II, III and IV. 2016-2020<\/li>\n\n\n\n
  13. Pedagogical accompaniment to the \"Hospital Classroom\" through the health educator clown and the Bachelor's Degree programs.<\/li>\n\n\n\n
  14. Pedagogical Support for the Children of the San Sebastian Community Soccer School - Phases I, II, III, IV and V. <\/li>\n\n\n\n
  15. Characterization of Mental Models in Mathematics Learning from Intelligent Tutoring Systems (ITS).<\/li>\n\n\n\n
  16. Construction of transmedia narratives for the recognition of the other and of oneself, with the children of the San Sebasti\u00e1n soccer school in the city of Manizales - Caldas.<\/li>\n\n\n\n
  17. Mobile Devices as an Interface for Experimentation in Wave Physics and Mechanics Phases I and II. <\/li>\n\n\n\n
  18. The impact of change management as an educational management strategy in educational institutions in the city of Manizales. <\/li>\n\n\n\n
  19. Educational experiences: between body, time and space.<\/li>\n\n\n\n
  20. Fundamentals of urban pedagogy and innovation in comprehensive early childhood care programs. Scope and modalities.<\/li>\n\n\n\n
  21. Incidence of the educational and pedagogical practice of the undergraduate programs of the Universidad Cat\u00f3lica de Manizales in the region of influence (Andean Region) with the purpose of continuous improvement.<\/li>\n\n\n\n
  22. Teacher reflective practice and its co-relation with teacher professional development in the context of higher education: understandings and experiences.<\/li>\n\n\n\n
  23. Practices and discourses of teachers. A look from TIC and educational innovation.  <\/li>\n\n\n\n
  24. Automatic recognition of movement patterns used in the sign language of the severely hearing impaired population.<\/li>\n\n\n\n
  25. Integral accompaniment to the children of Colegio Adolfo Hoyos, grade. Vereda la Aurora and Morro gacho (Manizales - Caldas).<\/li>\n\n\n\n
  26. Contributions, achievements and difficulties of the investigative pedagogical practice, based on the experiences of undergraduate teachers at UCM and UPTC.<\/li>\n\n\n\n
  27. Understandings on the symbolic reparation of police victims and their families, to promote citizen training for coexistence, based on emblematic cases of the School of Intelligence and Counterintelligence of the National Police. Phase I and II.<\/li>\n\n\n\n
  28. Education as a binding action in the transformation of the armed conflict and the construction of peace in Colombia.<\/li>\n\n\n\n
  29. The evaluative practice of teachers with students with special educational needs NEE in educational institutions of Manizales, elementary school.<\/li>\n\n\n\n
  30. Leaders with special skills and competencies in evaluation and life habits.<\/li>\n\n\n\n
  31. Perception of dishonest practices and prevention of cyberplagiarism by UCM students and professors. Phases I and II.<\/li>\n\n\n\n
  32. Didactic sequence for technological practices in the classroom through the use of Educational Robotics.<\/li>\n\n\n\n
  33. Dialogue between science and faith in the university world in documents of Benedict XVI.<\/li>\n\n\n\n
  34. Dialogues with the Guambiana Culture from the perspective of mathematics education Phase II.<\/li>\n\n\n\n
  35. Pedagogical practices and their impact on integral education.<\/li>\n\n\n\n
  36. TIC as mediation and motivation in the learning of Vector Calculus and Linear Algebra.<\/li>\n\n\n\n
  37. Attitudes, mediation and motivation in mathematics learning environments in universities in the city of Manizales.<\/li>\n\n\n\n
  38. Understandings of educational practices and their relation to didactics in the area of technology and computer science.<\/li>\n\n\n\n
  39. Evaluation in higher education: A model based on formative evaluation. <\/li>\n\n\n\n
  40. Grounded Theory in the curricular research of the Master's Degree in Pedagogy. Readings on the deepening in Pedagogy and its sociocultural Representations. <\/li>\n\n\n\n
  41. Proposal of curricular intervention for the training of teachers in attention to the school population in condition of emotional vulnerability.<\/li>\n\n\n\n
  42. Education Religion violence and peace.<\/li>\n\n\n\n
  43. Incidence of the Institutional Educational Projects in the improvement processes of educational institutions for work and human development.<\/li>\n\n\n\n
  44. TIC articulation model in Escuela Nueva m@tic. <\/li>\n\n\n\n
  45. Continuous, progressive, playful and formative evaluation model in the area of technology and computer science. <\/li>\n\n\n\n
  46. Articulation of the institutional evaluation systems, pedagogical models and evaluative practices of the teachers of the normal schools of the department of Caldas.<\/li>\n\n\n\n
  47. Characterization of the training processes of educational agents from the public policy for early childhood in the municipalities of Pereira and Manizales. <\/li>\n\n\n\n
  48. Dialogues with the Guambiana Culture from the perspective of mathematics education Phase II.<\/li>\n\n\n\n
  49. Dialogues between the religious experiences of elementary school students and the curricular design of Religious Education in the educational institutions of the municipalities of Cauca.<\/li>\n\n\n\n
  50. Inclusion of diverse populations in higher education in the city of Manizales. <\/li>\n\n\n\n
  51. Educational institutions as generators of knowledge processes for the development of educational management in regional contexts.<\/li>\n\n\n\n
  52. Curricular Research at UCM. A critical look at the formative horizons of UCM academic programs. 201353.<\/li>\n\n\n\n
  53. The New Evangelization and its formative processes in the person and in the small communities of the Archdiocese of Manizales. <\/li>\n<\/ol>\n<\/div><\/div>","protected":false},"excerpt":{"rendered":"

    Current projects<\/p>","protected":false},"featured_media":0,"parent":1199,"menu_order":7,"template":"","areas_conocimiento":[],"class_list":["post-1869","grupo_inv","type-grupo_inv","status-publish","hentry"],"yoast_head":"\nProyectos - UCM - Universidad Cat\u00f3lica de Manizales<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/www.ucm.edu.co\/en\/grupo_inv\/grupo-de-investigacion-educacion-y-formacion-de-educadores-efe\/proyectos\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Proyectos - UCM - Universidad Cat\u00f3lica de Manizales\" \/>\n<meta property=\"og:description\" content=\"Proyectos vigentes\" \/>\n<meta property=\"og:url\" content=\"https:\/\/www.ucm.edu.co\/en\/grupo_inv\/grupo-de-investigacion-educacion-y-formacion-de-educadores-efe\/proyectos\/\" \/>\n<meta property=\"og:site_name\" content=\"UCM - 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