Carrying out a life and a trace in humanity, make the road to maturity and the pursuit of happiness; it depends on how each person lives in their own self and guides.
ResumenEl presente artículo socializa un estudio realizado en la Universidad Santo Tomás Bucaramanga; en el que se investigó con una población de estudiantes (que no se matriculó en el segundo semestre del 2013) las causas que generaron su deserción, conocer el estado de satisfacción frente a la universidad, el conocimiento del programa institucional de retención y sostenibilidad académica-PAAI; y saber el grado de intencionalidad de retornar. Se aplicó con la población de estudiantes una metodología mixta de estudio cuantitativo (encuesta) y cualitativo (entrevista), así como consultando en grupos focales a los docentes que acompañan el programa de retención. El estudio concluye que el aspecto econó-mico y el embarazo son las causas mayores que generan la deserción, se in eren aspectos altamente positivos de satisfacción frente la Universidad Santo Tomás, y se dan sugerencias para continuar con las políticas de mejora en bene cio de cuali car los procesos de calidad que apunten a la permanencia de los estudiantes y así reflejar estándares de inclusión social en el ámbito de lo superior.Palabras clave: Bienestar, deserción, retención, satisfacción estudiantil, universidad, Abstract:This article socializes a study conducted at Universidad Santo Tomas Bucaramanga; where the causes that led to desertion in a population of students (not enrolled in the second half of 2013) were investigated, as well as the degree of satisfaction concerning the university, the knowledge about the institutional program for retention and academic sustainability -PAAI; and the intentionality of returning to USTA. Applying a mixed methodology of quantitative (survey) and qualitative (interview) study, and also by consulting focus group of teachers linked to retention programs; the study concludes that the economic aspect and pregnancy are the major causes for scholar desertion. Highly positive aspects of satisfaction concerning Universidad Santo Tomas were inferred. Finally suggestions are given for further improvement policies in favor to qualify accreditation processes through strategies and policies aimed at the permanence of students, and thereby showing standards of social inclusion in the scope of higher education. DESERCIÓN, SATISFACCIÓN DE LOS ESTUDIANTES Y POLÍTICAS
This work aims to show the ancestral thinking, specifically what has been called by the West an “Environmental”, or “Natural” ethic, from the integrity and concern of natural forces and gods to the biocentric conception of life and reality, and cyclical representations of time and space. In ancestral communities such as the Pastos, Arhuacos and Nukak Maku we can find ontological conceptions which are related to the cultural modalities and ways of life underlining highs ethics for all living beings of the Planet. This legacy, which is still a living heritage in many places of our America, have social and cultural functions, and should not only be treated as antique objects, but also as systems of values (moral) that open an intercultural dialogue and illustrate different lifestyles, ways of being, and alternative paths through the decolonization process. These kinds of ethics belongs to a matrix which accepts diversity and differences as basic constituents of reality. Life, in its amplitude (not just human life), as a central articulator of the social, cultural and political dimensions of the community of origin is one of the primary proposals of Natural Ethics. In spite of the differences among the native communities considered in this article, the results of the research have found shared significant themes that result from the research which constitute the central elements of that ethic: life, death, space, time, responsibility, nature and ancestrally.
The present article is the result of a documentary research centered in the analysis of institutional sources, on the report that the academic pairs of the Ministry of Education in Colombia when they visited the University Santo Tomás between the years 2009-2014, with the purpose, Renew the accredited programs of High Quality and the Qualified Registry. The study seeks to analyze the impact of the welfare factor when the institution was visited, since quality standards in higher education within the framework of university management, involve and increasingly emphasize the role of university welfare in terms of inclusion, coverage, Retention, satisfaction and social policies within an educational anthropology: the welfare of the community. Following a methodology of qualitative character when studying documentary sources in fifteen undergraduate courses and twenty-eight graduate programs; Among other things, the strengths of the impact of Welfare with its Retention and Academic Sustainability program (PAAI); the investigation; The program Moves USTA, the Educational Circle of Prevention and Integral Promotion (CEPI) project; Scholarship plan, support to teachers and undergraduate students to advance specializations, praise the management of the Department of Welfare in relation to the Institutional Education Project and higher education policies The academic peer report shows suggestions that are transcribed in the study, but the impact of the welfare factor is higher as confirmed by the reading of the sources.
La comunicación de la verdad ética pasa históricamente por modelos, pero sus propuestas se discuten cuando no favorecen la belleza ética en la persona.El estudio refleja un análisis a modelos éticos en la cultura, para proponer la importancia de enfocar la educación ética valorando los paradigmas de una ética integradora y practica en un currículo global.Se infiere por el relativismo, una dialéctica que permanece sobre las certezas éticas; sobre lo justo, lo bueno, lo verdadero; sobre lo legal y lo ético; para continuar divulgándose un discurso ético no de tipo vinculante, sin despertar pasión por la verdad.
El presente artículo realiza un análisis sobre prácticas educativas alternativas a la educación formal como apuesta crítica y creativa, encaminado hacia comprender experiencias significativas del aprendizaje. Primero, se estudia el analfabetismo, desde el caso particular colombiano, como un fenómeno que segrega a la población frente al deber ser de la educación formal. Segundo, se retoma la perspectiva artística para la experiencia educativa, desde el ser la condición natural creativa y sensible de los seres humanos que necesita desarrollarse durante toda su existencia. Finalmente, se muestran algunas experiencias de educación desviada, entendiendo que el objetivo de este tipo de educación no es producir personas exitosas y competitivas, sino formar seres felices y libres. El trabajo parte desde las preguntas: ¿qué enseñar?, ¿cuándo enseñar?, ¿para qué enseñar?, pero, sobre todo, desde el ¿dónde enseñar? Se concluye señalando la emergencia de grupos y prácticas de resistencia educativa y cultural que entienden que el mundo social es un organismo cambiante, y que hay que intentar cambiar el modelo educativo tradicional formal
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