Horizontes Pedagógicos

[REDColPH] Colombian Network of Hospital Pedagogy

2025-03-19T04:28:41+00:00

Hospital pedagogy in Colombia is a constantly evolving field, where education and comprehensive care for children and adolescents with illness converge. Its purpose is to support access to and continuity of educational processes in hospital settings, promoting inclusion, equity, and the comprehensive well-being of a population whose regular attendance at educational institutions is limited by medical conditions.

Perceptions of the use of Generative Artificial Intelligence in the training of future teachers

2025-08-20T17:37:20+00:00

This study explores the perceptions of teacher education students regarding the learning potential that Generative Artificial Intelligence (GAI) offers in their academic training. It examines how they integrate GAI into their educational activities, their motivations for using it, and the challenges they face, including issues of authorship and recognition of AI-generated content. The research is conducted within the context of the Educational Informatics and Computational Thinking courses, where GAI is introduced as a curricular component. Using a qualitative methodology with a phenomenological approach, semi-structured interviews and focus groups were conducted with first- and second-year teacher education students. The findings suggest that students use GAI to optimize time in writing tasks, generate summaries, and organize information in a more structured way. On the other hand, they also face difficulties in verifying information and attributing AI-generated content. Students’ perceptions of their teachers' use of GAI range from rejection and skepticism to indifference and conditional acceptance, depending on its perceived usefulness and application in learning. The results highlight the need to strengthen digital literacy and ethical training, ensuring that future educators integrate these tools critically and reflectively into their professional practices.

Process of cultural and educational inclusion of the Venezuelan migrant population in Colombia

2025-08-20T17:37:15+00:00

The aim of this paper is to reflect on the impacts of migration on the cultural and educational processes of Venezuelan migrant children and their families, or caregivers, living in Bogota city, through the narration of their experiences in their own voices. The research is based on a qualitative approach that intends to recognize the aforementioned social phenomenon through the development of structured surveys, which evidence the cultural and social adaptations of the chosen population as well as their access to medical care and education all around the city. From the analysis it can be deduced that few migrants have accessed or are even aware of the programs or policies designed for them.

Social Cartography: Narratives of rural identities in Early Childhood Education teachers

2025-08-20T17:37:22+00:00

The article as a result of research sought to analyze the pedagogical practices of teachers in training in Early Childhood Education of the Minuto de Dios University Corporation UNIMINUTO based on the rural identity narratives developed in the departments of Valle, Cauca, and Cundinamarca in Colombia. It is an investigation framed in the qualitative approach of narrative type. To approach the experiences, social cartography was used, with an analysis strategy of narrative hermeneutics. In the findings obtained, it was recognized how the identities of the teachers in training are constituted, taking into account the context, the interaction with their territories, the historical and social influence that permeate their discourses in attention to the child population, suggesting constant challenges that become in Colombian rural education.

Training of critical readers through reading plans

2025-08-20T17:37:23+00:00

This article presents the results of the doctoral thesis The training of critical readers through reading plans RP, which aim was to build political, pedagogical and didactic criterio for the formulation of RP, which contribute to the training of critical readers. The research proposes Grounded Theory GT as a methodological desing for to study the problem of training critical readers through RP. The problem was studied since five problematic areas, and from the political, pedagogical and didactical point of view like elements who are involved and are required to board this problem. The process contributed with the construction of the theory which involves theorical aspects for understanding the training of “critical” readers, political, pedagogical and didactic demands and relationships that the training of “critical” readers demands, and the political, pedagogical and didactical criteria for the "critical" readers formation through the RP.

Building Bridges, Challenging Stigmas: Social Imaginaries of Disability in a Rural Setting

2025-08-20T17:37:25+00:00

This article presents an analysis of the social imaginaries of disability in a rural community in Cundinamarca, Colombia. The research explores the attitudes and beliefs that perpetuate stigma, exclusion and infantilization of people with disabilities. It aims to determine the influence of these imaginaries on the inclusion of people with disabilities in rural contexts. For the methodology, a mixed approach was used through 58 surveys to adults without disabilities in the community, complemented with a qualitative analysis in Atlas.ti. Among the results, the findings reflect the persistence of enabling and overprotection models that limit the autonomy and participation of people with disabilities. It stands out that 60% of the respondents with direct contact with people with disabilities exhibit paternalistic attitudes. In conclusion, it highlights the urgent need for policies that overcome traditional imaginaries and promote inclusive, respectful and equitable environments, especially in rural areas, where attitudinal and social barriers continue to be a significant limiting factor for full inclusion.

Approaches to the right to education. The sociolinguistic barriers of deaf students in the university environment.

2025-08-20T17:37:19+00:00

This article approaches disability from a critical perspective, deconstructing its conceptualization as an individual phenomenon detached from social dynamics. From this perspective, it starts from the conceptual assertion that disability is a social construction that imposes limitations and conditions the possibilities of autonomy of individuals. In the same line, the analysis is developed on the place of education as an enabler of rights and how it conditions individuals in their possibilities of being part of the educational network and to carry out a meaningful educational trajectory. The argumentation goes through the conceptions of normality, barriers and the place of the subject in such configuration, proposing a conceptualization of inclusive education that problematizes such scenario. Finally, the sociolinguistic barriers faced by deaf students in the university environment as speakers of another language, sign language, are outlined.

Women in studies on school violence in the period 2020-2025

2025-08-20T17:37:17+00:00

This article reviews the academic production published between 2020 and 2025 in the Scopus and Web of Science databases, aiming to analyze how violence against women is understood in the school context. Utilizing a state-of-the-art methodology that articulates heuristic and interpretive phases, 73 relevant articles were examined. The content analysis, conducted at three levels (surface, analytical, and interpretive), identified emerging trends and categories in the research. The results were organized around three main axes: health, social bonding and gender as a cross-cutting category. The conclusions reveal that, although there is a growing attention to female victimization, approaches that associate health with biologistic and aesthetic criteria persist, and a greater vulnerability of adolescent girls to mental health problems related to violence is evident. In the dynamics of social bonding, it is explored how aggression can be instrumental in gaining popularity and how gender norms influence participation and response to bullying. Gender emerges as a central axis in the classification of violence, although traditional stereotypes about female participation in bullying are questioned, highlighting the need to consider direct and indirect forms of aggression and the role of power in relationships between women.

More than School: Conditions for guaranteeing the right to education

2025-06-13T16:32:41+00:00

Guaranteeing the right to education for all school-age citizens is a topic on the public agenda of several nations. Each year, countries monitor enrollment rates recorded in systems such as SIMAT (Student Enrollment System for Basic and Secondary Education), which allow for identifying the percentage of coverage, repetition, and dropout rates each year. However, this right, ratified by the Universal Declaration of Human Rights (1948), not only involves access to an educational institution but also entails guaranteeing the 4As (affordability, accessibility, acceptability, and adaptability) proposed by Tomasevski (2004) as inherent elements of guaranteeing the right to education. From this perspective, the articles in this issue of the journal Horizontes Pedagógicos will explore some aspects of the current challenges in guaranteeing the right to education from the perspective of Tomasevski's 4As.