The sense of systemization practice in higher education

The sense of systemization practice in higher education

In higher education the systemization is not merely conceptualized and characterized as a proposal derived from the typical methodologies of scientific research, but it is spread as a formal and rigorous process of categorization, mediated by the reflection on the daily experiences developed in the...

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Bibliografiske detaljer
Hovedforfatter:	Silva Ortiz, Sara Raquel
Format:	Online
Sprog:	spa
Udgivet:	Universidad Pedagógica y Tecnológica de Colombia 2012
Fag:	systemization reflection practices experiences knowledge sistematización reflexión prácticas experiencias saber conocimiento. systématisation réflexion pratiques expériences savoir connaissance. sistematização reflexão práticas experiências conhecimento.
Online adgang:	https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/1137

Lignende værker

Education as a Phenomenological Experience
af: Jiménez, Marco Antonio, et al.
Udgivet: (2017)

Inclusive Practices in Pandemic Times
af: Olarte, María
Udgivet: (2022)

The emergent school through artistic practice, experience and subjectivity
af: Báez Cárdenas, Carlos Julio
Udgivet: (2010)

Street Food as part of the Resistance-Fxistence: from 18th to 20th Century
af: Araújo Queiroz, Greiziene, et al.
Udgivet: (2023)

Popular education, alternative pedagogies, and systematization of exp eriences. history and horizons
af: Gómez Sollano, Marcela
Udgivet: (2015)

Research training in the department of Boyacá: the Colciencias-Ondas program´s contribution
af: Plata Santos, María Eugenia
Udgivet: (2016)

Reading: perspective in which it circulates. Contributions for a reflection from the practice
af: Ardila-Higuera, Jenny Andrea
Udgivet: (2017)

Teaching styles of faculty of education teachers at uptc in pedagogical and research projects i & ii
af: Gómez Gómez, Leonor, et al.
Udgivet: (2015)

Narrative Research of Pedagogical Knowledge: A Sociocultural Perspective
af: Barrera Quiroga, Diego Mauricio
Udgivet: (2020)

Didactic suitability criteria in a Lesson Study-based class
af: Hummes, Viviane Beatriz, et al.
Udgivet: (2020)

Medical knowledge, practices, and healing spaces in Córdoba del Tucumán, in the south of the Viceroyalty of Peru, 1573-1650
af: Tapia, Justo Roque
Udgivet: (2021)

Contributions of meaningful experiences gatherings to artistic education field
af: Bustamante Cardona, Bernardo
Udgivet: (2012)

Importance of research in the approach to reading experiences: teachers’ and students’ narratives
af: Mateus Ojeda, Carmen Helena, et al.
Udgivet: (2023)

Experience in the teaching work from the pedagogical research practice of deepening.
af: Londoño Celis, Yuly Jasbleidy
Udgivet: (2022)

Voices that narrate the recent past: the teaching of memory and history from the experience of an elementary teacher
af: Gómez Sepúlveda, Diana María
Udgivet: (2018)

curricular innovation in the university
af: Callejas Restrepo, María Mercedes, et al.
Udgivet: (2013)

Experience, childhood, and care of oneself: challenges to the current school knowledge and practices
af: Pagni, Pedro Angelo
Udgivet: (2013)

Transformation of the relations of power between evaluation and education
af: Londoño Restrepo, Luz Amparo
Udgivet: (2016)

Features of the History of a Phenomenon and a Theory
af: Zambrano Leal, Armando
Udgivet: (2017)

Body and subjectivation: elements for the analysis of school conflicts
af: Yuing Alfaro, Tuillang, et al.
Udgivet: (2016)

Contributions to the training of constructivist teachers: results in two countries
af: Solbes, Jordi, et al.
Udgivet: (2016)

Knowledge building in the social Web: state of the art
af: Villegas Iriarte, Edgar
Udgivet: (2016)

Mathematics Teacher’s Experience and Learning from the Perspective of Social Practice
af: Riscanevo Espitia, Lida Esperanza, et al.
Udgivet: (2017)

Reflections on the operation of the system of execution of punishments and security measures
af: Ruiz Hernández, Andrés Fernando
Udgivet: (2011)

Research and experience
af: Messina, Graciela Concepción
Udgivet: (2011)

Political training in and from the school. contributions to build the relationship children – school – politics
af: Avellaneda Avellaneda, Yenny Tatiana
Udgivet: (2013)

Pedagogical experiences of Elementary and middle school teachers during the Covid-19 pandemic confinement
af: Salamanca, Mónica
Udgivet: (2023)

Impacto y significado del proyecto pedagógico integrador de áreas II: educación física
af: Moreno Pinzón, Israel Alfonso, et al.
Udgivet: (2019)

Artistic research, context research
af: Toledo Castellanos, Ricardo Benjamín
Udgivet: (2012)

Cultures of space and collective and participative artistic processes. recent cases in mexico city, bogota and medellin
af: Escobar Neira, Fernando
Udgivet: (2012)

Between the fragility of life and the insistence of the world
af: Skliar, Carlos
Udgivet: (2022)

Construction of the concept of ratio and constant ratio from the social epistemological viewpoint
af: Espinosa Romero, César Iván, et al.
Udgivet: (2014)

The periphery: unstable fragments of the city lived
af: Lindon, Alicia
Udgivet: (2020)

Basic considerations on the acceptance of knowledge
af: Reyes Rodríguez, Alixon David
Udgivet: (2014)

Experiencias investigativas en el marco del iii congreso internacional de educación a distancia y virtual
af: Herrera Becerra, María Olga
Udgivet: (2019)

Impacto y significado del proyecto pedagógico integrador de áreas III: artes plásticas
af: Grande Núñez, Carlos Enrique, et al.
Udgivet: (2019)

Can philosophy be incorporated in Caxias? and the voices of children from the periphery
af: Gomes, Vanise Cássia Araújo Dutra
Udgivet: (2019)

Emotions Viewer in an Experience, Photographic, Pictorial and Film
af: Contreras Albornoz, Francisco de Paula, et al.
Udgivet: (2016)

Philosophical environments for reading in rural schools
af: Morales, Lola María, et al.
Udgivet: (2018)

EXPERIENCIAS DE VIDA DEL PERSONAL DE SALUD FRENTE AL MANEJO DEL PLAN DE ATENCIÓN DE EMERGENCIA OCURRIDA EN MOCOA - PUTUMAYO 2017
af: Jajoy Mavisoy, Ruby Alexandra, et al.
Udgivet: (2022)