Revista Panamericana de Pedagogía

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Experiencias de discriminación basada en la apariencia física de estudiantes universitarios
(Universidad Panamericana, Escuela de Pedagogía, 2024)
Ramos-Solís, Cecilia
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Sáenz-González, Marie Josée
;
Burnes-Garza, Fernanda
;
Elizondo-García, Josemaría
Los estudiantes universitarios siguen siendo discriminados por su género, raza, etnia, preferencias sexuales, condiciones de salud mental, sus creencias religiosas, etc. La discriminación por género y por la apariencia física, como color de la piel, la raza o etnia, destaca por ser a la que más experiencias de discriminación se atribuyen. El propósito de esta investigación es comprender de qué manera influye esta discriminación por apariencia física en la experiencia académica y bienestar emocional en los estudiantes universitarios. Se entrevistó a 12 estudiantes de una universidad privada del área metropolitana de Monterrey que señalaron haber vivido discriminación por apariencia física. Se siguió el enfoque de teoría fundamentada para el análisis cualitativo. Se encontraron distintas formas de discriminación por apariencia física, tales como la discriminación por color de piel, peso, altura y/o el uso de tatuajes que se interpretan como un estigma del estatus social. Estos influyen en la autoestima y estrés de los estudiantes, además de tener efectos académicos negativos como la desmotivación y la falta de concentración. Además, se identificó que los estudiantes tienen limitados recursos personales para afrontar estas acciones recibidas, además de que no encuentran un vínculo cercano para solicitar ayuda al personal de la universidad. Se discuten estos hallazgos a la luz de otros estudios de discriminación por apariencia física en la universidad.
11 92
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La comunicación interna en organizaciones educativas de nivel superior: una revisión sistemática (2012-2022)
(Universidad Panamericana, Escuela de Pedagogía, 2024)
Canul Alcocer, Jazibi Abigail
;
López Gamboa, Galo Emanuel
El objetivo del trabajo es identificar las contribuciones que la comunicación interna asume en el funcionamiento de las organizaciones educativas de nivel superior, mediante el análisis del estado actual de las investigaciones en el tema. Para esto se realizó una revisión sistemática siguiendo la metodología PRISMA. Con la búsqueda de artículos en las bases de datos abiertas Redalyc y Dialnet, y en las bases cerradas Ebsco-Academic Search Ultimate, Ebsco-Business Source Complete y Web of Science se partió de 328 artículos, a los cuales se les aplicaron cuatro filtros, resultando un corpus final de 18 artículos. Los principales hallazgos determinaron que el tema se ha desarrollado mayormente por autores de América Latina; las investigaciones toman en cuenta a todos los agentes educativos (estudiantes, docentes, administrativos y directivos) y principalmente existen cuatro enfoques: la comunicación interna y su relación con otros elementos; desde el abordaje de la inclusión de los medios digitales; como parte del funcionamiento organizacional, y desde la formación de los profesionales de la comunicación. Se concluye que la comunicación interna se considera un elemento importante para el cumplimiento de los objetivos organizacionales y la generación de motivación, el sentido de pertenencia y la integración de todo el personal. No obstante, se contempla como implícita en el funcionamiento de las organizaciones educativas, por lo cual no se realizan procesos de planeación, desarrollo y evaluación específicos. Debe prestársele mayor atención a la comunicación interna para explotar su potencial como estrategia de mejora de las organizaciones educativas.
26 153
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Concepciones de evaluación del aprendizaje. Un análisis para la transformación de las prácticas evaluativas
(Universidad Panamericana, Escuela de Pedagogía, 2024)
Los cambios sociales recientes han generado la necesidad de transformar la praxis docente de los profesores en las universidades. Sin embargo, la evaluación se observa como uno de los procesos que aún no se logra modificar totalmente. Si bien existen aspectos que los profesores ya realizan, se observa que todavía prevalecen prácticas tradicionalistas, basadas en la memorización y el examen, como vías para la asignación de una calificación. Tomando esto en consideración, el artículo reporta los resultados obtenidos en una investigación realizada desde un enfoque cualitativo. La información se recolectó mediante la técnica de grupo de discusión, en el que participaron 17 profesores universitarios. El análisis se llevó a cabo a la luz de la teoría reciente. Entre los resultados más sobresalientes se identifican rasgos de los nuevos enfoques evaluativos en el discurso de los profesores, pero también se reconocen algunas de las razones por las que no los llevan a cabo en la práctica. Finalmente, se observan ciertas acciones a realizar por parte de los profesores y otras más por parte de los directivos en las universidades.
10 179
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La experiencia educativa en el aula universitaria. Un enfoque fenomenológico
(Universidad Panamericana, Escuela de Pedagogía, 2023)
Reyes Rodríguez, Myriam Adriana
;
Universidad Panamericana. Campus Ciudad de México. Escuela de Pedagogía
This article is situated in a philosophical and holistic approach of the critical educational theory (Freire, 1992; Agamben, 2004; Illich, 2011; Bauman, 2013; Biesta, 2009), which shows the inadequacy of the modern rationalist project, where pedagogical science is oriented to the adoption of standards of measurement and evaluation of educational quality. It is based on the hypothesis that university educational practice has been focused, during the last decades, on the dogmatic-technical transmission of contents and the acquisition of competences to satisfy the labor market. In this institutional panorama of technocratic orientation, my objective is to point out, through a phenomenological-hermeneutic methodology, another educational experience, that of the university classroom; appealing to philosophical traditions (Heidegger, 2005; Gadamer, 2001; van Mannen, 2003). Taking the phenomenological narrative, present in the experiential accounts of participants in the university classroom and questioning several authoritative voices on the subject, a ritual structure configured by different constitutive elements of the classroom essential for training is manifested as a finding: The word, the attention, the question, the encounter and the conversation.
7 85
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Condiciones, voces y percepciones de jóvenes de la UPN, durante la pandemia por COVID-19
(Universidad Panamericana, Escuela de Pedagogía, 2021-12-31)
Rodríguez Calderón de la Barca, Diego
;
Universidad Panamericana. Campus Ciudad de México. Escuela de Pedagogía
The objective of this work is aimed at knowing and describing the social and technological conditions and inequalities, as well as some of the educational and emotional experiences of the young people of the Universidad Pedagógica Nacional Unidad 153, Ecatepec, during the COVID-19 pandemic. The analysis starts from a structuralist constructivist perspective of Pierre Bourdieu and a mixed methodology based on a non-probabilistic sample for convenience and semistructured interviews. The implications of studying the degree in a non-face-to-face way, the material conditions and the perceptions of the students during confinement were analyzed. The results show that a large percentage of those surveyed have thought about abandoning their studies, given that the distance modality has been linked to other activities such as domestic activities and caring for relatives, as well as the lack of technological capital, income and the prevailing need to work, assuming different roles, in addition to that of students. On the other hand, the text highlights that studying at home had an influence on widening the inequality gaps as not everyone had the same tools and services; however, it triggered other learnings related to the use of educational platforms and contributed to building greater autonomy in learning. Therefore, this work exposes the different difficulties, inequalities, perceptions and emotional affectations that this student community faced, but also highlights the exercise of their autonomy around other learning that contributes to their professional training.
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Competencias profesionales y su desarrollo mediante aprendizaje-servicio en la universidad : perspectiva de los empleadores
(Universidad Panamericana, Escuela de Pedagogía, 2021-07-03)
Ugarte, Carolina
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Arantzamendi, Maria
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Naval Durán, Concepción
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Verea, Natalia
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Arbués Radigales, Elena
Entering the labour force is onerous and one of the first obstacles is, on occasion, the competence shortcomings of university students. To correct the excess of a decontextualized theory, the EHEA (European Higher Education Area) has sponsored a methodological change that encourages more practical teaching, since the most effective learning is active and connected with experience. In this way, university teaching focuses, among other aspects, on achieving learning results in the form of competences associated with the labour market. In this context, more practical and applied methodologies are being tested at the university, including Service-Learning. The objective of this study is to find out whether, for the employers participating in our study, the university students who participate in these Service-Learning activities develop the competency profile they are looking for, making them more attractive candidates in the selection processes, consequently improving their employability. Generic quantitative research has been carried out. A purposive sampling of the employers of graduates from different university faculties was adopted. Three focal groups were formed using a topic guide, which addressed: the professional competences most demanded by employers; the repercussion of the teaching focus on employability; the social involvement capacity of their employees; Service-Learning and its influence on professional profile. 13 employers from different fields participated. Audio clips of the focal groups were recorded and their transcription was analysed by two researchers using content analysis. In the view of the employers consulted, students who participate in Service-Learning activities at the university develop some of the most in-demand professional competences, which positively affect their employability.
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La universidad : entre el saber y la dignificación del trabajo profesional ante los retos del mercado
(Universidad Panamericana, Escuela de Pedagogía, 2021-06-03)
Flores Rabasa, Mariana
;
Universidad Panamericana. Campus Ciudad de México. Escuela de Pedagogía
The university is a type of institution that, in its interaction with other social organiza-tions, makes up civil society. As an institution, it has its own objective, namely, the generation and transmission of knowledge in an educational context, which allows it to be distinguished from other social agents. As social, it must place its vocation in relation and contrast with the purpose of other social action units, among which the market stands out. The objective of the present paper is to analyze the challenges faced by the vocation of the university in the face of the increasingly demanding needs of the market that have been surreptitiously or openly introduced under a new paradigm of capital generation named «knowledge society», as well as a creative solution to face them through de dignity of professional work.
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Proyecto de innovación docente para estudiantes del grado en magisterio de educación infantil de la Universidad de Cantabria, España
(Universidad Panamericana, Escuela de Pedagogía, 2021-01-02)
Pérez-Ortega, Isabel
;
García-Lastra, Marta
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Universidad Panamericana. Campus Ciudad de México. Escuela de Pedagogía
The text describes and reflects on the phases that made up the formative experience called«Teaching innovation project: Approaches to the socio-educational research for students of the Degree in Early Childhood Education: a tour of social and educational inequali-ties». This project was carried out by the professors of the sociology area of the Depart-ment of Education of the University of Cantabria, Spain, which sought to train students in the first year of the Degree in Early Childhood Education in identification, observation and analysis of social inequalities on educational contexts, as problems addressed and explained with scientific skills.In conclusion, the text points out the importance of experiencing techniques, strategies and tools to analyze theoretically and / or empirically some social problems in school contexts, as part of university training.
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Los fines de la universidad
(Universidad Panamericana, Escuela de Pedagogía, 2018-11-28)
Bermudez-Aponte, Jose Javier
;
Universidad Panamericana. Campus Ciudad de México. Escuela de Pedagogía
This article is based on the reflection on the place of superior knowledge in the University, which connects with the proper meaning of this social institution, which is the search for truth. The superior knowledge, linked to the deep knowledge of the reality, its search, conservation and diffusion, are own and almost exclusive tasks of the universities. They are the ones who, with their different activities and discoveries, advance our knowledge of things and of man. The article ends by emphasizing the importance of returning to the aims of the university. As well, the article pretends to offer a complete view of its essential features through a teleological approach to education, the unitary character that must be present in people, and the study of tradition as an accumulation of erudition and culture
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Buenas prácticas como procesos y tendencias innovadoras en la educación superior
(Universidad Panamericana, Escuela de Pedagogía, 2015-09-11)
Rodríguez Betanzos, Addy
;
Universidad Panamericana. Campus Ciudad de México. Escuela de Pedagogía
It is to identify good practices that give rise to educational inno-vation in universities. The same innovation from conceptual aspect and its recognition by the features and areas in which it is presented. Therefore, first it contextualizes the phenomenon of globalization in which universities are embedded; the challenges faced and the policy framework to which they are subject are described, ending with the conceptual framework that characterizes good practices as a reference culture of educational innovation in universities
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