Recent Submissions
Item type:Item, Access status: Metadata only , La influencia de la herramienta tecnológica MalMath en el aprendizaje de ecuaciones de segundo grado en los estudiantes de Preparatec Tecsup en Lima(Pontificia Universidad Católica del Perú, 2026-03-26) Retamozo Sanchez, Luis AlbertoEducational processes that particularly benefit from the use of instructional technologies are those involving extensive calculations and the construction of graphs of varying complexity, such as mathematics. In this context, the present study examines the influence of the MalMath technological tool on the learning of quadratic equations among students enrolled in the Heavy Machinery Management and Maintenance program at Preparatec Tecsup. A quasi-experimental design was employed, with a sample of 50 students divided into a control group and an experimental group, using pre-test and post-test measurements. The results indicate that the pre-test did not act as a significant covariate influencing post-test outcomes. Consequently, the findings demonstrate that the use of the MalMath tool had a statistically significant positive effect on students’ learning of quadratic equations in introductory university-level mathematics courses.Item type:Item, Access status: Metadata only , Hacia un estudio de revisión de la pedagogía realista(Pontificia Universidad Católica del Perú, 2026-03-26) Di Marco, María ElisaThis study presents a review of the concept of Realist Pedagogy. To this end, the literature is examined through systematic documentary analysis combined with a hermeneutic interpretive approach, with the aim of identifying significant theoretical contributions. Accordingly, a systematic review is conducted by consulting multiple academic databases, quantitatively reporting the results according to their source, year of publication, and document type. Based on predefined inclusion criteria, relevant studies are selected for in-depth analysis, and hermeneutic interpretation is applied to examine key aspects such as the historical emergence of Realist Pedagogy, its principal reference authors, the epistemological perspectives it adopts, and the pedagogical thinkers that may be situated within this tradition, among other dimensions.Item type:Item, Access status: Metadata only , Pensar la escuela del caos al cosmos. Una reflexión filosófica y pedagógica ante la crisis(Pontificia Universidad Católica del Perú, 2026-03-26) Mosquera Mosquera, Carlos Enrique; Gómez Rodríguez, Jhonatan Fabián; Mercado Borja, William EnriqueThis article examines the crisis of schooling in postmodernity, arguing that the decline of modern grand narratives and the transition toward a liquid society have left educational institutions without a clear pedagogical horizon. It critiques the increasing influence of consumerism and the emphasis on flexibility in education, trends that weaken the transmission of cultural values and undermine academic rigor. As an alternative, the article proposes the figure of the “rebel teacher,” who reintroduces so-called “useless knowledge”—such as art, poetry, painting, and the humanities—as a way to resist the dominant utilitarian logic. This pedagogical stance seeks to create a space for reflection and resistance to the postmodern void through the establishment of a singular pedagogical time (kairos) within the curriculum, thereby enabling a more holistic and humanistic educational experience.Finally, the article underscores the importance of recovering a sense of purpose and order in education, even if only in a provisional manner.Item type:Item, Access status: Metadata only , ¿Es capaz ChatGPT-4 de aprobar las pruebas de ingreso a la Carrera Pública Magisterial (2018, 2019, 2022 y 2024)?(Pontificia Universidad Católica del Perú, 2026-03-26) Apolín Montes, Luis Adolfo; Garay Santisteban, Johny SaturninoThis article examines the performance of ChatGPT-4 in the entrance examinations for the public teaching career in Peru (2018, 2019, 2022, and 2024) using a descriptive, cross-sectional approach. Responses in Mathematics, Science and Technology (CTA), and Communication were evaluated and compared against official scoring standards. The results indicate that ChatGPT-4 passed all examinations, achieving its highest scores in Science and Technology (184 points in 2024) and in the Primary level (173.5 points in 2018). However, lower performance was observed in Mathematics (137 points in 2022 and 150 points in 2024) and Communication (155 points in 2024), suggesting limitations in critical analysis and contextual interpretation. The findings highlight the need to train language models in more complex and context-sensitive scenarios, as well as to reconsider the design of assessment instruments. Overall, ChatGPT-4 demonstrates potential as an educational support tool, provided its use is guided by ethical principles.Item type:Item, Access status: Metadata only , Bachelard y el aprendizaje significativo crítico: convergencias teóricas e implicaciones pedagógicas(Pontificia Universidad Católica del Perú, 2026-03-26) Alves Silveira, Felipe; Portela Vasconcelos, Ana Karine; Oliveira Nunes, AlbinoThis study examines the interrelationship between Gaston Bachelard’s epistemology and the theory of Critical Meaningful Learning proposed by Marco Antonio Moreira. Using a comparative and interpretive bibliographic analysis, the research aims to identify points of convergence between both approaches, with particular emphasis on the active construction of knowledge and the overcoming of epistemological obstacles. Furthermore, the study highlights the relevance of these perspectives in fostering a critical and reflective educational approach. The findings indicate that the convergence between Bachelard’s epistemology and Critical Meaningful Learning lies in their shared emphasis on active knowledge construction, grounded in reflection, critical thinking, and dialogical processes within educational contexts. Both theoretical perspectives, aligned with the notion of the new scientific spirit, argue that knowledge must be continually questioned, reconstructed, and contextualized.
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