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
Memoria:II Foro DE CIENCIAS SOCIALES DIALOGOS CRITICOS PARA EL FUTURO . (2025).
El evento académico dio inicio estableciendo un marco de análisis urgente sobre los desafíos contemporáneos en las ciencias sociales. El Dr. Campo Elías Flórez-Pabón inauguró su intervención con una premisa contundente: la era digital reubicó radicalmente el foco de la justicia social. El experto explicó que, en el pasado, la lucha por la equidad se centraba primordialmente en la distribución de recursos físicos y tangibles. Las batallas sociales históricas giraban en torno a la repartición de bienes materiales, capital financiero y el acceso a servicios básicos fundamentales. Sin embargo, el conferencista argumentó que ese paradigma cambió. En el momento histórico descrito, la batalla se libró en un nuevo terreno: la distribución del poder digital, el conocimiento y las oportunidades que emanaban de los sistemas inteligentes. Se estableció que la justicia social ya no dependía únicamente de recursos físicos, sino de quién controlaba los algoritmos, los datos y la infraestructura tecnológica que definía el futuro colectivo.
Copyright (c) 2025 Memoria:II Foro DE CIENCIAS SOCIALES DIALOGOS CRITICOS PARA EL FUTURO . (2025). https://creativecommons.org/licenses/by/4.0/
The Globalization of Food Systems and the Health Crisis in the Developing World
The globalization of food systems, driven by trade liberalization and accelerated urbanization, is generating a dangerous nutrition transition in the developing world. The central mechanism is "dietary convergence," where the expansion of international retailers and mass advertising promote the consumption of processed, low-cost, and energy-dense foods. This dynamic, by prioritizing profitability over nutritional quality, confirms the criticism that the consumer is used by the system for profit. Epidemiologically, this manifests itself in the acceleration of the double burden of malnutrition. Overweight and obesity are outpacing underweight in many urban populations. Health is delicate in this context due to the metabolic vulnerability of previously undernourished populations. The thrifty phenotype—metabolic programming caused by early undernutrition—magnifies the risk of developing noncommunicable diseases (NCDs), such as diabetes, when exposed to the globalized diet. This crisis severely affects highly urbanized regions such as Latin America and intensifies the projected burden on nations such as India. The answer calls for policies to transcend individual education and focus on regulating the food supply. It is crucial to implement integrated and regulatory strategies, including advertising control and the possible application of taxes on products of low nutritional quality, to mitigate negative health externalities and promote well-being.
Copyright (c) 2025 Hugo Alexander Vega Riaño https://creativecommons.org/licenses/by/4.0/
Perceptions, attitudes and level of knowledge that primary teachers have about ICT training
The research entitled “Perceptions, attitudes and level of knowledge that primary cycle teachers have about ICT training” describes and identifies the perceptions, attitudes and level of knowledge that first cycle teachers have about ICT training. It also classifies the factors that facilitate and hinder the implementation of ICT in the classroom. The study was based on a mixed approach with a descriptive-phenomenological design, through a questionnaire applied to 7 first cycle basic education teachers. The results showed that the predominant group of respondents (57%) belonged to teachers with 2 to 10 years of teaching experience, i.e., the “novice” range, 57% of whom also indicated having received self-taught training in the areas of ICT. With respect to the results that describe and identify the factors mentioned above, it is evident that a significant percentage have positive perceptions and attitudes towards the use of ICT in the classroom, the levels of knowledge indicate that “novice” teachers consider themselves to have an intermediate or advanced level, while the rest of the teachers indicate that they are at a basic or intermediate level. In conclusion, the research establishes the need to strengthen ICT training, focused on the real needs and skills of teachers, which is why the results provide valuable information to carry out improvement programs or training for teachers and future teachers.
Information and communication technologies (ICT)
Copyright (c) 2025 Tamara Constanza Navarro Márquez, Marisa Alejandra Lara Escobar https://creativecommons.org/licenses/by/4.0/
Guardians of the Biome: Indigenous worldviews as a pillar of global biodiversity and the protection of traditional knowledge
The global crisis of biodiversity loss has placed Indigenous Peoples and Local Communities (IPLCs) at the center of the conservation agenda. This article presents a bibliographic review analyzing the intrinsic and symbiotic relationship between biodiversity and Ancestral Knowledge (AK), demonstrating that the latter is crucial for the socio-ecological resilience of ecosystems. Research underscores that 80% of the world’s terrestrial biodiversity is found in territories managed by IPLCs, providing evidence of the effectiveness of their sustainable management practices. The international protection framework, including the Convention on Biological Diversity (CBD) and the UN Declaration on the Rights of Indigenous Peoples (UNDRIP), is examined, focusing on the right to Free, Prior, and Informed Consent (FPIC) as an essential mechanism to protect AK against biopiracy and commercial exploitation. It is concluded that the full recognition of Indigenous territorial rights and cultural sovereignty is not merely a matter of social justice but a global conservation imperative.
Copyright (c) 2025 Rodrigo García Sagrado https://creativecommons.org/licenses/by/4.0/
The New Social Contract for Science: Open Science as a Mechanism for Knowledge Access and Epistemological Democratization
The Open Science (OS) paradigm emerges as a fundamental response to the crisis of accessibility, reproducibility, and trust affecting contemporary research. This article presents a bibliographic review that conceptualizes OS not only as a set of technical practices (Open Access, Open Data) but as a socio-political movement aiming at the democratization of research and the fulfillment of the human right to participate in and benefit from scientific progress. The research focuses on the UNESCO Recommendation on Open Science (2021), highlighting its pillars on equity and knowledge inclusion. The tension between the traditional profit-driven publishing model (paywall) and the vision of science as a global public good is discussed. Conclusions emphasize that implementing OS is crucial for reducing the knowledge gap between the Global North and South and for validating non-hegemonic forms of knowledge, such as Citizen Science and ancestral wisdom.
Copyright (c) 2025 Mario Augusto Contreras Medina https://creativecommons.org/licenses/by/4.0/
Decolonizing the truth: the pedagogy of memory as transformative praxis from the epistemologies of the south
Implementing Peace Education (PE) in post-conflict societies, particularly in Latin America, requires going beyond official curricula to incorporate the voices and experiences of victims. This article presents a bibliographic review that articulates Historical Memory with Epistemologies of the South (ES) as a theoretical-political framework for a truly transformative Pedagogy of Memory. It is argued that historical memory is not a monolithic narrative of the past but an epistemic battlefield where hegemonic narratives (generally focused on perpetrators or the State) must be confronted with the knowledge and resistance experiences of subaltern and victimized groups. The research highlights the need for a PE that promotes epistemic justice by validating sensitive methodologies (such as sensitive research) that rescue the fractured identities and knowledge of communities affected by structural violence. It is concluded that only by “learning with the South and from the South” can educational processes be generated that guarantee non-repetition and the construction of lasting peace.
Copyright (c) 2025 Gelvi Jesús Maldonado Maldonado https://creativecommons.org/licenses/by/4.0/
The Invasion of the Mind: Neuroscience, Neurodata, and the Digital Rights Crisis
The rapid advancement of neurotechnology, including Brain-Computer Interfaces (BCI) and neurodata mining, has opened a critical new frontier for Human Rights. This article presents an extensive bibliographic review on the emergence of the so-called neurorights as a response to the potential infringement of mental privacy, personal identity, and free will in the digital age. The research examines the impact of the mass collection of brain data by consumer and medical devices, highlighting the insufficiency of existing data protection regulatory frameworks (such as the European GDPR) to address the intrinsically sensitive nature of neurocognitive information. The proposal for specific neurorights (mental privacy, personal identity, free will, equitable access) and the ongoing academic and legislative debate, especially in pioneering countries like Chile, is discussed. Conclusions emphasize the urgent need to adapt the law in light of neuroscientific discoveries to preserve human dignity and autonomy in the Fourth Industrial Revolution.
Copyright (c) 2025 Judith Yamile Jaimes Gallardo https://creativecommons.org/licenses/by/4.0/
The school environment as a therapeutic ecosystem: mental health, emotional well-being, and the adoption of the inclusive educational paradigm
Student mental health and emotional well-being have been recognized as inescapable factors for academic performance and holistic development. This article presents a bibliographic review that establishes a critical connection between the active promotion of emotional well-being and the effective implementation of Inclusive Educational Models (IEM). The research argues that the school, far from being merely a center of instruction, must operate as a “therapeutic ecosystem” that identifies and eliminates barriers to learning and participation, which are often emotional and social in nature. The insufficiency of traditional individualized response models (focused only on pathology) is examined against the need for a systemic and preventive approach, promoted by Universal Design for Learning (UDL) and Emotional Education. Conclusions emphasize that the curricular integration of socio-emotional competencies, alongside mental health support for teaching staff, is essential to transform schools into safe and welcoming environments that guarantee the fundamental right to mental health.
Copyright (c) 2025 Mayra Alejandra Arévalo Duarte https://creativecommons.org/licenses/by/4.0/
Diversification of teaching strategies with the use of technology, action research with elementary school students
The purpose of this research is to evaluate diversified strategies in the teaching of Mathematics in a 6th grade of a municipal school in Chile, addressing the problems of low student participation, lack of motivation and disruptive behaviors. Through a mixed approach with a sample of 36 students, aged 11 to 13 years, classroom observations, pedagogical interventions with technology, a survey and a focus group were developed. This methodology, based on action research, sought to improve teaching practices and increase student participation, safety and motivation. The results reveal a significant increase in student participation (91.53%), a decrease in non-content related social interactions (90.48%) and a reduction in behavioral attention calls (75.86%). The activities implemented, such as question and name roulette, Kahoot! and boards, have proven to be effective in facilitating learning and motivating students, showing an increase from 78% to 83% in students' confidence in participating. These findings highlight the positive impact of the use of technology in the classroom, promoting more interactive and meaningful learning, while fostering the integration of technological resources as a key tool in the teaching of Mathematics.
Copyright (c) 2025 Celeste Yarella Cárdenas Gómez, Francisco Javier Núñez Romero https://creativecommons.org/licenses/by/4.0/
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.