Revista Investigación & praxis en CS Sociales
The Journal of Research & Praxis in Social Sciences, from the Social Sciences and Interculturality Research Group, aims to disseminate the academic and research output of faculty and students from various university institutions at both national and international levels. Through social research, it serves as an important platform for the dissemination of knowledge in the field of social sciences. Indexing: Latindex, Google Schoolar, Dialnet, others. Publication frequency: Biannual. ISSN: 2954-5331
The cancellation of ID cards in Colombia: a permeated damage to Colombian-Venezuelan migrants
The main objective of this research work is to demonstrate how the transgression of due process, defense, notification and publicity in the administrative act implemented by the National Registrar of Colombia for the cancellation of 4300 identification cards of Colombian immigrants maximizes the damage to the fundamental rights of the migrant population, children of Colombian nationals born in Venezuela, inhibiting the exercise of nationality through the materialization of the legal personality that arises from the legality of the identification document. The research was carried out by means of an exploratory methodology, using a documentary research that included data and information from legal sources, Colombian jurisprudence and other precepts issued by different governmental institutions. It is concluded that the absence of the notion of legality of the administrative act, together with the omission of the right to due process, defense, notification and publicity in the cancellation of the 4300 identity cards, affects the human rights of migrants, children of nationals born in Venezuela.
Copyright (c) 2024 Revista Investigación & praxis en CS Sociales https://creativecommons.org/licenses/by/4.0
Initial education, curriculum, learning and teaching of writing.
This literature review was conducted to explore the available literature on the teaching of writing in early childhood education. This analysis identified the goals of early childhood education, considerations for learning and teaching writing, and curriculum construction. The purpose was to construct a state of the art for a research in development. The method was to conduct a systematic search of academic databases using Boolean equations combined with keywords from the UNESCO Thesaurus. This strategy facilitated the selection, analysis and systematization of units of analysis related to the central theme and related topics. Finally, updated information was obtained at the national and international levels, providing a broad view of initial education in relation to the processes of learning and teaching handwriting. The review highlights the relevance of quality early education, underlining the importance of effective methodologies and a well-structured curriculum to foster writing skills in children from an early age.
Strengthening reading comprehension through cognitive and metacognitive strategies: an approach from John Flavell's theory.
This study examines the implementation of cognitive and metacognitive strategies, based on John Flavell's theory, to improve the reading comprehension of eighth grade students at the Bajo San Francisco Educational Institution, located in Santander de Quilichao, Cauca. Using a qualitative approach and pedagogical action research methodologies, workshops focused on the development of cognitive and metacognitive skills were conducted. The results showed that these strategies significantly increased students' ability to retain and comprehend information, as well as to identify grammatical rules and perform critical analysis of texts. These findings highlight the effectiveness of cognitive and metacognitive strategies in strengthening reading comprehension in middle school, and confirm the relevance of Flavell's theory in this context. The research provides a valuable reference for future research and pedagogical practices aimed at improving reading comprehension.
21st century competencies: development of soft skills (communication, collaboration, critical thinking, creativity).
This article investigates the development of soft skills essential for success in the contemporary work environment, such as communication, collaboration, critical thinking and creativity. Our objective is to identify effective methods to cultivate these competencies in students in the first semesters of the education area at the University of Pamplona and to evaluate their impact on academic performance. In the current era, soft skills have become a critical demand in the professional field, however, their integration into the university curriculum remains a significant challenge, this study addresses this research gap, focusing on how these skills can be effectively developed in educational contexts. A mixed methodology was employed, including a comprehensive review of the academic literature and analysis of case studies from the first semesters of the program in special education and social sciences at the University of Pamplona. This approach allowed the identification of successful soft skills development programs and their practical implementation in similar educational contexts. The results indicate that the structured integration of soft skills in the curriculum not only improves the academic performance of university students, but also prepares them more effectively to face the challenges of the modern work environment, highlighting several programs and strategies that have shown a significant positive impact on the professional preparation of students.
Competency-based assessment and learning: new competency-based assessment models
This article investigates competency-based assessment and learning in student teachers, focusing on new assessment models that measure essential skills and knowledge for the 21st century labor market. It identifies effective competency-based assessment practices and analyzes their impact on students' academic performance and career readiness. Using a systematic review of the literature and case studies in educational institutions, the results show that these assessments foster deeper and more relevant learning, enhancing students' ability to apply knowledge in practical contexts. The research provides evidence-based strategies for the implementation of competency-based assessments, highlighting their importance for the integral formation of students.
Active learning methodologies: project, problem and challenge based learning.
This article explores active learning methodologies, specifically Project Based Learning (PBL), Problems and Challenges, in third and fourth semester students of the Psychology and Social Sciences programs at the University of Pamplona. The objectives of the study include identifying and evaluating the effectiveness of these methodologies in the contemporary educational context. The research is based on a systematic review of existing literature and the analysis of case studies in educational institutions that have implemented these methodologies, the results show that PBL significantly improves students' understanding and retention of knowledge, while developing essential skills such as problem solving, critical thinking and collaboration. This research contributes to the educational field by offering practical strategies for the implementation of active learning methodologies, highlighting their relevance in the integral formation of students and their preparation to face academic and professional challenges.
Strengthening Ethical and Civic Values through Film Forums: The Case of the cristo Rey Neighborhood
This social intervention project delves into the impact of cine foro, a community film discussion forum, on fostering ethical and civic awareness among residents of the Cristo Rey neighborhood. Employing a qualitative methodology grounded in action research, the study implemented a series of cine foros as spaces for dialogue and community engagement. The primary objective was to establish spaces that encouraged the development of intergenerational dialogue and actions, fostering a recreational and inclusive environment for learning about ethical consciousness and active citizenship. The findings revealed that cine foro emerged as an effective tool for strengthening the community's ethical and civic awareness. Through the medium of cinema, participants engaged in reflections on values such as understanding, respect, and harmonious treatment of others. These spaces of dialogue and interaction fostered connections among residents, promoting the strengthening of ethical awareness and the development of active citizenship.
Theory of critical reading by Fabio Jury applied to students of the text comprehension and interpretation course at the University of Pamplona Cúcuta - Norte de Santander
This article analyzes the application of Fabio Jurado's critical reading theory in university students taking a text comprehension and interpretation course. Using a qualitative approach with an action research, documentary, and field design, students and professors from the Humanities and Spanish Language program were studied. Interviews and diagnostic tests were used to gather information. The results show that critical reading, according to Jurado, is an active, participatory, and reflective process that involves understanding, analyzing, and evaluating a text. The importance of this skill is highlighted for university students to be able to understand reading materials and develop their critical thinking. The research confirms the three levels of reading proposed by Jurado: literal, inferential, and critical, each with its specific characteristics for textual comprehension and interpretation. This study contributes to the understanding of critical reading in higher education and offers tools for its application in the classroom.
Music as a Tool for Recognizing Cultural Diversity as a Means of Social Transformation in Vereda Monteadentro, Pamplona, Norte de Santander
This social intervention project investigates the recognition of cultural diversity as a means for social transformation among children in the Vereda Monteadentro, Pamplona, Norte de Santander. It is based on the premise that cultural diversity enriches societies, promotes social cohesion, and reduces existing gaps. The methodology employed is qualitative, grounded in the constructivist paradigm and action research. Techniques such as semi-structured interviews and group workshops were used to collect data from children aged 8 to 12 years, allowing for an exploration of their perceptions regarding cultural diversity and its potential to generate significant social change. The proposal includes a series of musical workshops designed to be both engaging and educational. Through music, children learn about cultural diversity and its transformative capacity. Activities range from teaching musical instruments to creating songs and community integrations that celebrate this diversity. The objective is to educate children on the importance of cultural diversity, fostering greater social cohesion and a sense of shared identity within their community. Expected outcomes include a deeper understanding and renewed respect for cultural differences, contributing to a more just and cohesive society. Ultimately, it emphasizes that cultural diversity holds significant potential for driving social transformation, provided it is implemented with strategies that promote mutual recognition, community engagement, respect, and collaboration.
Appropriation of Cultural Identity through Local History in the Navarro Hamlet of Pamplona, Norte de Santander
This research project aims to foster the cultural identity of the community in the Navarro hamlet, Pamplona, Norte de Santander, through local history as a cross-cutting axis. Using a qualitative and participatory approach, strategies are developed to rescue traditions, narratives, and cultural elements that shape the identity of its inhabitants. The project is divided into three phases: identifying key cultural aspects, designing an educational strategy based on local history, and implementing activities to strengthen the community's sense of belonging. The results demonstrate a positive community response, highlighting the value of local history as a tool for revitalizing cultural identity and promoting social cohesion. Additionally, the project culminates in the creation of a final product that documents shared knowledge and experiences, ensuring the preservation of local wisdom for future generations. This tangible legacy reflects the community's commitment to safeguarding its cultural heritage.
Explorations on Culture, Ethics, and Society in University Students from Pamplona
This article explored the perceptions of university students from Pamplona (Colombia) on the relationship between culture, ethics, and society. Thirty students (15 from social sciences and 15 from humanities and Spanish language) were interviewed through semi-structured interviews. The analysis of the interviews revealed that students recognize the influence of culture in the construction of ethical norms and in social organization. Likewise, diverse perspectives on social responsibility and the role of education in the training of ethical citizens were identified. The results suggest the need to strengthen training in ethics and citizenship in higher education, promoting critical reflection on contemporary social and cultural challenges. This study contributes to the understanding of the perspectives of young university students on ethics and society, offering relevant information for the design of pedagogical strategies that promote the training of responsible and committed citizens.
The Impact of Artificial Intelligence on Secondary and Higher Education in Latin America
The rapid incursion of Artificial Intelligence (AI) into various social sectors raised significant questions for the educational field, which motivated the present research. This qualitative bibliographic study aimed to analyze the impact AI had on secondary and higher education within the Latin American context. To this end, the objectives behind AI implementation in these spheres, the basic procedures through which it was applied in teaching-learning processes and educational management, as well as the most relevant results reported in specialized literature, were examined. Similarly, the main conclusions and challenges that emerged from these experiences were identified. The methodology involved a systematic and exhaustive review of over 70 academic sources and specialized documents, preferably published in recent years, which addressed the applications, benefits, limitations, and ethical considerations of AI at the mentioned educational levels in the region. As a result, key emerging trends were identified, persistent knowledge gaps were highlighted, and future research lines were proposed to deepen the understanding of this constantly evolving phenomenon.
Copyright (c) 2025 Francisco Javier Nuñez Romero https://creativecommons.org/licenses/by/4.0
The impact of information networks on the evolution of democracy and totalitarianism: a historical and contemporary perspective
This bibliographical research examined the fundamental role of information networks in shaping human political systems throughout history, from the Stone Age to the Artificial Intelligence (AI) era. It analyzed how the ability to connect large masses of individuals through fictional narratives was crucial for large-scale human cooperation, enabling the emergence of tribes and nations. The evolution of information technologies, from storytelling and written documents to the printing press and 20th-century mass media, was explored, highlighting their impact on the viability of democracies and totalitarianisms. The printing press facilitated the rise of large-scale democracies but also the spread of "religious fantasies, fake news, and conspiracy theories". The research contrasted the "naive idea of information," which assumes that more information leads to truth and wisdom, with a "complex idea" that recognizes the balance between truth and social order. It was argued that, historically, order was often maintained through fictions and lies, and that the pursuit of truth could undermine social order. The development of self-correction mechanisms in democracies and scientific institutions was analyzed, contrasting them with the absence of these mechanisms in totalitarian regimes. Historical cases such as the European witch hunt and collectivization in the Soviet Union were discussed, where toxic information and fantasies imposed by networks resulted in humanitarian catastrophes. Finally, the implications of AI were addressed, which, by acting as "agents" capable of making decisions and generating ideas autonomously, poses unprecedented challenges to democracy, privacy, and the global balance of power, potentially leading to new forms of totalitarianism or digital anarchy.
Copyright (c) 2025 Revista Investigación & praxis en CS Sociales https://creativecommons.org/licenses/by/4.0
Weaving pedagogical identity: voices and experiences of first- semester students at the university of Pamplona (Colombia)
Building Professional Identity in Pedagogy: A Study at the University of Pamplona This qualitative ethnographic study explored how nine first-semester students (2024) at the University of Pamplona (Colombia) construct their professional identity in pedagogy. The descriptive research aimed to understand their initial perceptions, expectations, and challenges on the path to teaching, within the institution's cultural and academic environment. Detailed narratives and observations were collected through semi-structured interviews, field diaries, and participant observation. The findings indicate that the emerging professional identity is influenced by prior experiences, intrinsic motivations, and immersion in the university culture. Vocation, empathy, and the desire to transform emerged as fundamental pillars, shaped by the expectations of the environment. The study concludes that educational institutions should foster critical reflection and the development of a teaching identity rooted in humanist and ethical principles, validating individual trajectories and strengthening a sense of belonging from the beginning of their training.
Proceedings of the Forum: Inequality and Social Mobility in the Digital Age
The presentation, delivered at the forum "Inequality and Social Mobility in the Digital Age," analyzed how territories are facing structural challenges of inequality in a global context of rapid digital transformation. From the GIT Research Group (Integrated Territorial Management) at the University of Pamplona and a project on early warning systems, the speaker addressed the social implications of technological progress, highlighting the transition from Industry 1.0 to 5.0 within a VUCA and BANI environment. Multiple challenges were identified: global risks such as income inequality, forced migration, and unemployment; structural crises such as extractivism, social exclusion, and gaps in access to science and technology; and deep inequality in Latin America, particularly in Colombia, where 1% of the population controls 80% of the land, 15% lives in extreme poverty, and the education system shows high dropout rates. Additionally, low social mobility was evident due to the intergenerational transmission of poverty. Finally, the presentation examined Colombia’s weak position in innovation (ranked 67th globally in 2021), emphasizing the need to strengthen the knowledge-based economy to address these challenges.
Shared Horizons: A Bibliographic Study on Generative Artificial Intelligence in Basic Education, Its Human Echoes, Challenges, and the Pursuit of Meaningful Learning (2020-2024)
Generative Artificial Intelligence (GenAI) established itself in the educational landscape of basic education between 2020 and 2024, generating both expectations and profound reflections. This bibliographic study aimed to analyze, from a humanistic perspective, the impact of GenAI during this period. It examined the opportunities it offered for personalizing learning and developing 21st-century skills, as well as the ethical, pedagogical, and social challenges that emerged. Through a systematic review of academic literature published between 2020 and 2024, key trends were identified, and implications for the educational community were discussed. The findings of this review suggested that while GenAI presented promising tools, its integration required careful planning, continuous teacher training, and a student-centered approach to mitigate risks such as technological dependence, algorithmic bias, and the digital divide, always seeking to preserve the human essence of the educational act.
Copyright (c) 2025 Marisa Alejandra Lara Escobar https://creativecommons.org/licenses/by/4.0
Educational inequality and digital divide: a post-technological acceleration analysis
The COVID-19 pandemic acted as an unforeseen catalyst for technological adoption in education globally. While this acceleration opened new avenues for learning, it also exacerbated pre-existing educational inequalities, closely linked to the digital divide. This bibliographic study analyzed academic literature and relevant reports published mainly between 2020 and 2024 to investigate the reconfiguration of educational inequality in the context of increased reliance on digital technologies. The dimensions of the digital divide (access, use, and skills) and their differential impact on various student groups were examined. The research delved into how policies implemented during and after the health crisis addressed, or failed to address, these disparities. Findings indicated that, despite efforts, the rapid transition to remote education and hybrid models tended to widen differences in learning outcomes, disproportionately affecting students from vulnerable socioeconomic backgrounds, rural areas, and those with special educational needs. It was concluded that the mere provision of technology was insufficient without comprehensive strategies addressing digital competencies, adequate pedagogical support, and underlying socioeconomic barriers. This analysis underscored the urgency of inclusive and equitable educational policies in the digital age.
Copyright (c) 2025 Rodrigo García Sagrado https://creativecommons.org/licenses/by/4.0
Playful-Pedagogical Strategies in Preschool Literacy: A Piagetian and Ludopedagogical Approach at the Ana Joaquina Rodríguez Institution, La Guajira (Colombia)
The objective of the research was to strengthen the basic learning processes of reading and writing through ludic-pedagogical strategies. These strategies were based on Piaget's cognitive theory and Ludopedagogy. The study was conducted with a sample of 18 preschool children from the educational institution Ana Joaquina Rodríguez de Cañaverales. It was inserted in the qualitative approach and the pedagogical action research design, using field diaries and checklists as instruments. The results showed that 100% of the children were able to imitate actions, assign meanings to objects, and group elements by common characteristics, developing skills of the preoperational stage. They manipulated materials in their own environment and participated in play activities, favoring the connection between play and learning. In literacy, 94.4% demonstrated skills in reading syllables, words, and phrases. It was concluded that the play strategies were effective in strengthening reading and writing skills in preschool students.
Strengthening Afro-Cultural Identity in Third-Grade Students Through Traditional Dance, Applying Ausubel's Meaningful Learning
The research aimed to strengthen the identity values of Afro-descendants through traditional Afro dance, using Ausubel's meaningful learning. This study was conducted with 25 third-grade students at the Rural Educational Institution Ana Joaquina Rodríguez de Cañaverales, in San Juan del Cesar, Guajira. A qualitative approach and an action research design were employed. Data collection instruments such as the written test, field diary, and estimation scale were applied. The results showed that the students identified the meaning of symbols and words, connecting new concepts with their previous knowledge. They also integrated cultural principles and values of Afro identity, incorporated meanings about Afro-Colombian history, practiced dance movements, and demonstrated deep respect for Afro cultural contributions. The conclusions confirmed the relevance of using strategies based on meaningful learning, as the students' cultural identity was strengthened.
Memory: Conference on Human Rights and Peace in Colombia
This memory explores the intersection of peace, human rights, and democracy in Colombia through the academic perspective of experts such as Dr. Bernardo Nicolás Sánchez García and Professor Emeritus Jaime Zuluaga Nieto. It analyzes the historical evolution of peace and human rights, highlighting challenges and advances, including the conceptualization of peace as a human right. The Conference on Human Rights and Peace in Colombia examines violence in different periods and emphasizes the importance of bringing these issues to undergraduate students.
Copyright (c) 2023 Revista Investigación & praxis en CS Sociales https://creativecommons.org/licenses/by/4.0
Impact of social networks on the construction of youth identity case: University of los Lagos (Osorno, Chile)
In the digital age, social networks have transformed youth identity in Chile, being crucial for interaction and self-expression. This article explores the complex relationship between social networks and Chilean youth identity, highlighting challenges and opportunities, especially in the university environment of the University of Osorno. Its aim is to offer a contextualized view and contribute to understanding, promoting conscious use of social networks.
Didactic sequence to promote oral expression in english case: New Santo Domingo de Silos School, North of Santander
The didactic sequence to promote oral expression in English among students of Escuela Nueva in Santo Domingo de Silos, Norte de Santander, resulted from a qualitative research with a focus on action research. It was identified that teaching was centered on written competence, neglecting oral skills. Pedagogical adaptation, through didactic sequences, encouraged oral communication, enhancing English language competence. Subsequent phases, with varied activities and efficient organization, achieved successful pedagogical transformation by increasing student motivation and participation.
Analysis of pedagogical strategies in virtual learning environments in times of the Covid-19 pandemic case: Guillermo Cote Bautista Educational Institution, municipality of Toledo
This article summarizes qualitative research focused on analyzing pedagogical strategies in virtual environments during the pandemic at the Guillermo Cote Bautista Educational Institution. It highlights its relevance by providing new perspectives and improving pedagogical practices, effectively adapting to virtual educational scenarios, and providing valuable guidance for other institutions. The assessment of the impact on learning highlights how these strategies positively influenced the development of skills and the achievement of educational objectives in a virtual environment.
Charting the path towards human rights education in Colombia: “exploring school knowledge”
Understanding deficiencies in human rights education requires analyzing its institutionalization since the last century. The lack of integration in the school environment generates structural conflicts; it is essential for institutions to become active promoters, adopting a revolutionary and interdisciplinary pedagogy. Bibliographic research in Colombia shows limited practical application, reflected in antisocial behaviors. Qualitative methodology, with analysis of 77 articles, identifies variables and categories, highlighting the urgency of a pedagogy that links theory and practice for a comprehensive understanding.
Religiosity as a fundamental pillar in human health
This article presents a qualitative investigation into the relationship between religiosity and human health, revealing how religious beliefs influence physical and mental well-being. In-depth interviews with seven participants demonstrated a significant connection, highlighting practices such as prayer and meditation associated with health benefits. The study emphasizes the importance of considering the religious dimension in health promotion, indicating the need for further research to better understand these mechanisms and their applicability in healthcare and public health.
Sociocultural communicative approach, educational quality references, and production of narrative texts
This bibliographical research was built to delve into the Sociocultural Communicative Approach and the Educational Quality References in the production of narrative texts, its general objective is to describe from the classical theorists to the avant-garde thematic implicit in the textual production and how through the time has evolved based on communicative purposes.This review allowed us to establish conclusions on the state of the matter at the national and international level, the qualitative evidence indicates that writing, its approaches and referents cross all educational levels, its study is of interest from areas such as social, cultural and academic. From the Sociocultural Approach, writing is part of the pragmatics of the language for its teaching and learning, both in the native language or first L1, as well as in a foreign or second language L2, conjecturing that oralityand writing are exercisesin cultural interaction.
Characterization of the population victim of forced displacement in the municipality of Pamplona.
The research on the displaced population in Pamplona sought to understand and describe their situation, in order to inform policies and support programs. Methods such as questionnaires and document analysis were employed to gather demographic, social, economic, and psychological data. The results showed a high incidence of women, children, and elderly among the displaced, with issues such as limited access to basic services and socio-economic vulnerability. The need for protective measures, comprehensive assistance, and addressing the structural causes of displacement was emphasized. This study provides the foundation for policies to protect and restore the rights of those affected.
Analysis of leadership and educational quality in the technical vocational institutes of Yamasá, Dominican Republic
In the Dominican Republic, educational quality is a priority issue, and therefore, numerous efforts have been made to improve it. However, there are still challenges to be faced to ensure high-quality education for all students. The research we present aims to understand how the functioning, style, and performance of leadership in Dominican schools relate to the quality of educational processes. This study is a derivation of an ongoing doctoral thesis focusing on leadership and educational quality. It seeks to determine possible connections between educational quality and the predominant leadership styles in educational centers in the Dominican Republic. For the purpose of this study, we will focus on educational centers in district 17-01 of Yamasá, in the province of Monte Plata. We have decided to base ourselves on the state of the art of this doctoral thesis since it is still in the process of being developed. In doing so, we aim to contribute to the body of knowledge surrounding school leadership and its impact on educational quality in the Dominican Republic, particularly in technical vocational schools.
Johan Galtung's theory of peace in education.
This literature review examined Johan Galtung's conflict theory, its foundations, proponents, and critics, as well as the innovations and implications within his theory. It particularly focused on the context of peace education, specifically on conflict resolution in the classroom. Additionally, it explored the application of Galtung's 3R's: reconstruction, reconciliation, and resolution, providing examples, programs, and strategies to implement this theory in the classroom. It included a review of the application of Galtung's conflict theory in the educational context in Colombia, highlighting the "Schools for Peace" program. It concluded with recommendations for the effective implementation of Galtung's conflict theory in educational environments.
Collaborative learning in the development of reading skills
The study investigated the impact of collaborative learning on the development of reading skills. Gaps were found in the development of these skills among students, and collaborative learning was used as a framework to address them. The main objective was to explore how collaborative learning can affect the development of reading skills. The strategies used were analyzed, their impact on reading skills was assessed, and factors that could facilitate or hinder their effective implementation were identified. A qualitative methodology was employed, including interviews, observation, and document analysis. The results showed that collaborative learning can improve reading comprehension and fluency. However, challenges in its implementation were also identified, such as the need for effective facilitation and adaptation to individual needs. The study provided important information about the role of collaborative learning in reading skills and offered guidelines for pedagogical practice and future research.