Se presentan los resultados de una investigación cualitativa con población estudiantil, estudio con enfoque crítico social y diseño de investigación acción, orientado al fortalecimiento de las actitudes tendientes a prevenir manifestaciones de Violencia Basada en Género (vbg) en una universidad pública del suroccidente colombiano. Los objetivos específicos fueron: a) caracterización de estas manifestaciones, b) reconocimiento de las actitudes frente a las mismas y c) formulación de una estrategia orientada a su prevención.Se identificaron situaciones de violencia física, psicológica y sexual que involucran a la pareja, compañeros, docentes y otros integrantes de la comunidad universitaria. Se reconoce que la vbg está presente en la cotidianidad universitaria y se evidencian como principales reacciones la naturalización y tolerancia institucional, que generan malestar, miedo y temor a la denuncia, promoviendo la impunidad, revictimización y mantenimiento de la vbg. Ante situaciones de acoso sexual en las que se ven involucrados docentes, las reacciones identificadas son confrontación directa, evasión-evitación y aceptación.
This article derives from the research denominated University and Cultural Diversity. Imperfect Dialogues, in which we asked on the senses cultural diversity that are being built / mobilizing students and teachers of ninth semester degree program in mathematics at the University of Nariño. To give answers to the question of the research, it has been developed the methodology based on hermeneutical -collective that proposes to reveal the senses and the meanings of the subject trough knowledge dialogue; the techniques used for collecting information were: documental analysis, depth interviews with key informants and discussion groups, the instruments designed were subjected by experts on the matter, by pilot test, and the analysis of the information has been realized by inductive categorization derived of the triangulation process information between sources and techniques utilized. The main findings of the research show that the senses of cultural diversity are mobilizing students and teachers revolve around following aspects: one emphasis racial ethnic of the cultural diversity, diversity seen as deficit or limitation, multicultural stance led to respect for difference, a contradiction between the institutional position and the demands of the national education system and a challenge against that acquires real meaning cultural diversity in education and can turn them into new systems of taxation and control.
Docentes amenazados en el marco del conflicto armado colombiano 1Juan manuEl chavEs salazar 2 , gloria ortiz arcos 3 , maría fErnanda martínEz hoYos 4 Plumilla Educativa con la problemática del conflicto y ahondar la gravedad de su situación; finalmente sobre la percepción del rol docente, este se asume a partir de la situación de amenaza, únicamente para cumplir con su responsabilidad profesional, se va perdiendo la libertad de desarrollar su papel social y se dejan a un lado las actividades de desarrollo comunitario; esto implica insatisfacción en el docente y en la comunidad. Palabras Clave: Conflicto armado colombiano, amenaza por extorsión, amenaza por intimidación, escuela rural, actitudes docentes, relaciones interpersonales, rol docente. AbstractThis article is the result of the investigation called "threatened under the Colombian armed conflict, in a rural area of the department of Nariño teachers" inspired by an experience of violence lived for eight teachers in rural schools in the southern department of Nariño (Colombia), who develop their educational work in environments of constant threat by illegal armed groups.The research sought to understand the impact that has the dynamics of armed conflict in teaching. The results show the transformation in attitudes, relationships with the educational community and the perception and performance of the professional role that occur in everyday life of teachers after the emotional, psychological and physical effects that creates a threatening situation. The research was developed from a qualitative perspective, part of the historical narrative case study approach to the systematization of the experience involved three phases namely: reconstruction, interpretation and empowerment of the problem. With the study was mainly found that the threat situation involves teaching a change not only professionally, but also in a personal and family level, as attitudes that affect the emotional, physical and psychological, such stability as they are generated isolation, prevention and restriction in communication and social interaction; Moreover, in terms of interpersonal relationships, these occur in climates of mistrust, therefore limited only to the labor factor, the teacher is afraid to establish relationships of trust and camaraderie with their peers, with students and with the other actors of the educational community, to avoid any connection with the problem of conflict and deepen the gravity of their situation; finally on the perception of the teaching role, this is assumed from the threat situation, only to fulfill their professional responsibility, he is lost the freedom to develop their social role and leave aside community development activities; this implies dissatisfaction in the teaching and in the community.
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