■2023: II Congreso Red de Posgrados en Educación en Latinoamérica. III Congreso Latinoamericano de Estudiantes y Egresados de Posgrados en Educación. IV Conferencia Internacional de Estudiantes de Maestría y Doctorado en Educación

Permanent URI for this collectionhttp://54.81.141.168/handle/123456789/195745

El II Congreso Red de Posgrados en Educación en Latinoamérica busca integrar a los diferentes países que componen la red, con el fin de dialogar sobre temas transversales que afectan a los diferentes países. La idea es generar espacios de reflexión con la posibilidad de escuchar las diferentes voces de la región.
COA 2020
Con relación al III Congreso de Estudiantes y Egresados de Posgrados en Educación es un evento académico en el que participan investigadores, estudiantes, egresados y público interesado en la investigación educativa en el marco de los nuevos desafíos en educación planteados desde el contexto actual.
Así también, la IV Conferencia REDEPEL se presenta como un espacio de encuentro donde estudiantes de maestría y profesionales en ejercicio reflexionan, dialogan y se enriquecen respecto a diversas líneas de investigación vinculadas a las nuevas demandas del contexto educativo.

Objetivos
Objetivo general / Objetivo geral

  • Crear espacios de diálogo y reflexión a partir de la socialización de proyectos de investigación, experiencias pedagógicas y estudios vinculados al ámbito educativo desde la perspectiva de estudiantes, egresados y especialistas de Posgrados en Latinoamérica / Criar espaços de diálogo e reflexão por meio da socialização de projetos de pesquisa, experiências pedagógicas e estudos vinculados ao campo educativo a partir da perspectiva de estudantes, egressos e especialistas em Programas de Pós-Graduação na América Latina.


    • Objetivos específicos
  • Difundir aportes teóricos, experiencias y resultados de investigaciones sobre temas relacionados a diversas líneas de investigación del ámbito educativo a través de mesas de diálogo / Divulgar contribuições teóricas, experiências e resultados de investigações sobre temas relacionados às diversas linhas de pesquisa no campo educacional por meio de mesas de diálogo.

  • Brindar paneles sobre tendencias contemporáneas relacionadas a las líneas de investigación establecidas para este magno evento con el fin de profundizar en herramientas prácticas / Oferecer painéis sobre tendências contemporâneas relacionadas às linhas de pesquisa estabelecidas para este grande evento, a fim de aprofundar as ferramentas práticas.

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    Subject: search.filters.subject.Curriculum

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      Opresión, racismo y enajenación en Chile/Chiloé. Una lectura intercultural desde el currículum
      (Pontificia Universidad Católica del Perú., 2023) Meza Bravo, Miguel; Red de Estudiantes y Egresados de Posgrado en Educación en Latinoamérica (REDEPEL); Pontificia Universidad Católica del Perú
      The reflections in this work arise within the framework of a pedagogical experience in the subjects of History and Language and Culture of Indigenous Peoples at a rural school in southern Chiloé Island (Quellón), a territory characterized by maintaining a series of ancient indigenous practices. In this sense, this work falls within the methodological proposal of Action Research, as it is a self-reflection on a specific social practice within the context of a historical phenomenon in a particular time and physical space. It proposes to carry out a critical and intercultural contextualized analysis of the educational context in question, with special consideration given to the analysis of the curriculum, which is conceived as a social construct resulting from power relations among individuals and society throughout history. From this perspective of the curriculum (as a social and historical product) and through the use of analytical categories from various strands of critical and intercultural theory, the aim is to delve deeper into the comprehensive analysis of this social phenomenon or process. In this sense, by analyzing technical rationality, Eurocentric rationality, hidden curriculum, subjective factors, identity, and alienation, the objective is to understand the connection between the production of a specific subjectivity linked to the educational experience of the curriculum imposed by modern institutions and the socio-historical conditions of Chilote society. Considering that this work is still in progress, we can provide some initial synthesis and preliminary conclusions. For example, at the beginning of the 20th century, indigenous communities on Chiloé Island suffered a profound undermining of their identity, memory, and knowledge like never before in thousands of years of existence in the territory. In this regard, for these peoples, their late inclusion in the modern national life of the Chilean state implied the absolute alienation of the Mapuche-Williche identity, leading to a dialectic of Inclusion/Exclusion. We propose that the development of educational institutions (with a particular curriculum concept), along with the historical, social, and economic development imposed by large capital, functioned in an interrelated manner. This resulted, from the educational perspective, in the internalization of technical and Eurocentric rationality into the identity of the population, undermining the importance of the history and memory of the ancestral indigenous peoples of the territory (Williche and Chono) and, as a consequence, the alienation and degradation of indigenous identity. On the other hand, it led to the internalization of capitalist and modern values, legitimized by the state's institutions, as desirable and positive. We believe that this work can make a contribution on various levels, both in the academic, professional, and social spheres. Firstly, it brings academia closer to the reality in which the curriculum is experienced in schools. Additionally, developing reflections on educational practice from within the educational practices themselves becomes a fundamental resource for school teachers. Lastly, we argue that researching and generating knowledge about a specific social issue, in this case, the oppression of indigenous peoples and the alienation of their identity, enables the production of political tools for understanding and potential transformation toward a better life.
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      Filosofia da educação e aceleração social: discussões contemporâneas para os estudos curriculares
      (Pontificia Universidad Católica del Perú., 2023) Taveira, Flavio Augusto Leite; Red de Estudiantes y Egresados de Posgrado en Educación en Latinoamérica (REDEPEL); Pontificia Universidad Católica del Perú
      In this text, I aim to offer reflections for Curriculum Studies in Latin America, articulating Hartmut Rosa's sociological perspective of Social Acceleration with the concerns of Curriculum Studies for the educational field, assuming a hermeneutic stance based on writings from the Brazilian Philosophy of Education. In my reflections, I draw on curriculist Michael Apple and the use of Antonio Gramsci's concept of hegemony to argue that the Curriculum in its multiplicity can produce and/or reproduce a hegemonic current of Social Acceleration, and it is fruitful for Curriculum Studies to reflect on these possibilities in today's reality. As an example, I take the results of empirical research in psychology that show the growing rate of Burnout Syndrome in teachers, this syndrome being one of the main symptoms of Social Acceleration described by Hartmut Rosa.
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      La participación que tienen los niños y niñas desde el curriculum vivido
      (Pontificia Universidad Católica del Perú., 2023) Quezada Ramírez, Catalina Andrea; Red de Estudiantes y Egresados de Posgrado en Educación en Latinoamérica (REDEPEL); Pontificia Universidad Católica del Perú
      This research contributes to the curricular study in early childhood from a participatory perspective, understanding that its development in each context is unique and particular, for this reason, it sought to know the discourses of Second Level School Transition boys and girls about their participation in the Living Curriculum. The research was approached from a comprehensive qualitative approach and a phenomenological design. Individual interviews with educators and group interviews with boys and girls were conducted, the latter using the photo-elicitation technique. Among the main results, they highlight that, from the perspective of boys and girls, a simple participation in Educational Establishments would be developed, evidencing that they would not be an active part of the construction of their teaching and learning processes. In relation to the results of the educators, it is evident that they have carried out experiences that point to a more passive participation, however, since their speeches can show that their participatory practices correspond to conceptualized and democratic experiences. From a contrast of the discourses, it can be deduced that there would be a more "real" participation outside the classroom and that both discourses are assimilated in reflection of the same experience of prescription from school.
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      A transição da Educação Infantil para o Ensino Fundamental: uma revisão de literatura
      (Pontificia Universidad Católica del Perú., 2023) Tavares Gasparone, Nathalia; Tassoni, Elvira Cristina Martins; Red de Estudiantes y Egresados de Posgrado en Educación en Latinoamérica (REDEPEL); Pontificia Universidad Católica del Perú
      The article intends to analyze the results from researches about student’s transition from kindergarten schools to elementary schools, through researching revised pieces published at CAPES (Coordination for the Improvement of Higher Education Personnel), from the year 2017 to 2022. Upon reading the selected articles, it's possible to conclude that a great number of schools’ managers and teachers are aware of the importance of welcoming kids with kindness and respect to this particular moment of student's l ife, but it’s not what really happens on a regular basis, which can cause insecurity and anxiety in students