Thesis (Ph. D.)--University of Wisconsin. / Microfilm copy of typescript. Positive. Collation of the original: 316 ℓ. Bibliography: l. 301-316.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1972. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliography.

Universal primary education is the goal of many developing countries. It is a high priority in the educational planning of Colombia. The law in Colombia states that five years of 'educación primaría' is free and compulsory. Since 1955, Colombia has investigated the problems and legislated reforms to make this law an actual fact. In Latin America, reform laws and planning studies very often remain just that: the implementation of the reforms is delayed or forgotten in the maze of planning boards and government offices. This thesis examines the reforms passed by the Colombian government in the period 1955 to 1965, and assesses their implementation in public primary education. The problems that were encountered in the attempts to achieve the goal of universal primary education are studied, and the effects of the continued emphasis on the expansion of primary education are discussed in the conclusion. The information for the study was derived primarily from secondary sources, as the original Ministry of Education reports were not available. The Colombian government and United Nations statistics were used to make conclusions about the 1965 situation of primary education. The most recent comprehensive statistics were from the 1965 census. A general view of Colombia was gained from a short stay (one month) in 1970, and, a discussion with a Colombian, who visited Canada in 1972, helped to give some insight into the country's educational problems. Universal primary education was still an ideal in Colombia in 1965. Many of the reforms, because of governmental bureaucracy and the economic situation were only partially implemented. There was a percentage increase in enrollment statistics and the government demonstrated its commitment to the goal by increasing the educational budget. Generally, the targets set by the government were too optimistic; the ideals expressed in political statements were far from reality. The thesis concludes that there are two options for the educational planners of Colombia: the first, to continue to aim for the goal of universal primary education, devoting a large percentage of the budget to the primary sector, with little hope of achieving this goal in the immediate future, and the second, to distribute the money available throughout the education system to enable a greater segment of the population to obtain secondary education and thus increase the middle class, but, at the same time, accepting the fact that a proportion of the population would remain illiterate. / Arts, Faculty of / French, Hispanic, and Italian Studies, Department of / Graduate

Federação Luterana Mundial / En el presente trabajo se destacan los logros alcanzados en la praxis educativa de los colegios Luteranos de Colombia en lo referente a la formación vocacional y el arraigo de valores cristianos en los estudiantes como guía para su desarrollo y desempeño personal y comunitario. El objeto de este estudio parte de la narrativa de vida del docente directivo y teólogo JOSE BENJAMÍN OJEDA GUAJE, estudiante de uno de los colegios pioneros CELCO y posteriormente docente, pastor y presidente de la IELCO, mantenedora de los colegios. El desarrollo del trabajo se plantea, en primera instancia, en un primer capítulo con la justificación de la selección de la historia de vida, para luego presentar la autobiografía que fue escrita exclusivamente por el exponente para esta pesquisa y donde se puede identificar cómo la influencia de la educación recibida lo llevó, durante todos los procesos de su trabajo con la iglesia, a ser un pilar fundamental en la creación de nuevos colegios luteranos en Colombia y su proyecto institucional en función de cumplir con la misión de la iglesia en esta área. La disertación hace una reflexión teológica-pedagógica sobre las dimensiones de la fe cristiana y estudia de manera general la influencia de la reforma en la educación protestante iniciando con el contexto inmediato de Lutero, para luego ver su trascendencia en América del Norte y Latinoamérica partiendo de los escritos pedagógicos de Lutero y retomando sus redescubiertas teológicas que le sirvieron para fundamentar un nuevo concepto de educación. Un último capítulo parte de esta influencia educativa de la reforma en Latinoamérica y específicamente en Colombia, iniciando con un panorama general de los inicios del protestantismo en este país, para luego pasar por el proceso de desarrollo de la iglesia Luterana en Colombia y su ministerio educativo durante los 70 años de vida de la IELCO.y su horizonte institucional. / The following thesis presents the results achieved by the Colombian Lutheran schools educational system based on religious and Christian values by showing how these values benefit the performance and development of its students in their personal and community life. The basis for this study is the life story of Educational Director and Theologian, JOSÉ BENJAMÍN OJEDA GUAJE, a former student of one of the first schools (CELCO), who later became a teacher, then pastor and finally IELCO president. IELCO is the parent church in charge of this school system. The first chapter explains why JOSÉ BENJAMÍN OJEDA GUAJES life story was chosen, followed by his autobiography, exclusively written by the author for this research project. It describes how the education received was essential to his becoming a fundamental pillar of the creation of new Lutheran schools in Colombia as well as their institutional projects based on the Lutheran Churchs mission in the education field. This dissertation is a theological pedagogical analysis of the Christians faith dimensions and a general study of the reformations influence on protestant education. It begins with Luthers immediate context, followed by its widespread transcendence in North and Latin America. This momentous spreading was based on Luthers pedagogical writings and his theological discoveries that helped him to form his new concept on education. A last chapter describes the reformations influence on Latin Americas education system and especially of Colombia. It starts with a panorama of the beginning of the protestant movement beginnings in Colombia, followed by the development of the Lutheran Church in Colombia and its education ministry during IELCOs 70 years of existence and ends with its present institutional horizon.

The trend in medical education and in general, among health professionals, is based, on the current changes of health systems aimed to improve relevance equity, and cost effectiveness of health care. With respect to human health resources, there is lack of agreement among the competence level, performance and the needs of both the system using them and the target population. Therefore, it is important and necessary to consider both the community and health services as partners in the task of defining these changes and in the provision of health services to meet the above mentioned criteria. / The main purpose of this partnership is to encourage efforts to promote, oversee, and apply the actions in each one of the instances in order to improve training of human resource, strengthen local health systems, and empower the communities. Human resource competence and performance, the capacity to provide services, and the degree of community participation and commitement to health, are key elements in improving service quality. / The philosophy of current curricula reform at the Valle University stresses the partnership relationship between academic institutions, services centers, and the community, in the training of health professionals. The proposed investigation focuses on the community-based training aspect of student performance assessment and its relation to the health care system and academia. Specifically, the study will focus on designing valid and reliable instruments for community assessment of student performance, using both qualitative and quantitative aspects of data collection and analysis to assess "patient satisfaction" as an indicator of quality of care. / The results of this study demonstrate that the proposed assessment activity will allow the educational and health services institutions to have relevant and dynamic information as feedback for planning and adjustment of their programs. At the same time, it will allow the community to participate in an effective way in aspects related to their health care. The results of this study will be used as a basis for producing guidelines for involving communities (users) in the health care students evaluation process.

Orientador: Renato José Pinto Ortiz / Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Filosofia e Ciências Humanas / Made available in DSpace on 2018-08-20T03:02:49Z (GMT). No. of bitstreams: 1 LopezdelaRoche_MaritzaAdelaida_D.pdf: 2423783 bytes, checksum: 13bf2f67e21e504f3f1bf1891f16c46c (MD5) Previous issue date: 2012 / Resumo: A questão de fundo é o papel da mídia na distribuição do conhecimento social e na socialização política das crianças. O estudo, por um lado, nutre-se de teorias sociológicas clássicas (Durkheim, Weber, Tarde, Halbwachs) para analisar as relações entre os sujeitos, a mídia e os processos de construção da realidade. Por outro, incorpora a reflexão de cientistas sociais do século XX, sobre a convergência entre mídia e conhecimento. O objeto empírico são crianças de ensino básico na Colômbia -com posições sociais e capitais escolares diferenciados- submetidas à análise de Bourdieu sobre a correlação entre o lugar do sujeito na estrutura social, a educação e o gosto, neste caso referido às escolhas de programas da mídia. A fase 1 do trabalho de campo (2004-2005) avaliou o capital escolar de 6 grupos de meninos e meninas e descreveu seus consumos de mídia: participaram crianças urbanas de Bogotá e Cali; nesta última foram escolhidos escolares afro-Colombianos, já que é a cidade com a maior população afro-descendente. As crianças rurais pertencem ao Povo Indígena Guambiano, e a um pequeno povoado de afro-descendentes perto do Litoral Pacífico, Zaragoza. O trabalho explorou as representações sociais que as crianças construíram sobre a guerra, os refugiados internos e os governantes. Durante a fase 2 (2007-2008), estudaram-se as relações de três grupos de setores populares com os jornais de TV. Foram explorados os conhecimentos que eles tinham sobre personagens públicos e temas que apareceram frequentemente na mídia. Participaram escolares Guambianos rurais e urbanos de Bogotá e Puerto Tejada, um pequeno município do sudoeste do país, assentamento de antigos escravos. A pesquisa evidencia que -por trás da aparente homogeneidade dos consumos de programas da "cultura internacional popular"- tanto esses consumos quanto os processos de produção de significados pelas crianças são diferenciados em cada grupo analisado, como resultado da "mediação" exercida pelos capitais escolares desiguais. Da mesma forma, as características da escolarização, as identidades étnicas e a localização (urbana/ rural) afetam as "leituras" da realidade. A pesquisa revela também que a televisão e outros meios não têm eficiência por si só; demandam processos de intercâmbio lingüístico para exercerem sua influência na percepção da realidade ou na construção de conhecimentos pelas crianças / Resumo: A questão de fundo é o papel da mídia na distribuição do conhecimento social e na socialização política das crianças. O estudo, por um lado, nutre-se de teorias sociológicas clássicas (Durkheim, Weber, Tarde, Halbwachs) para analisar as relações entre os sujeitos, a mídia e os processos de construção da realidade. Por outro, incorpora a reflexão de cientistas sociais do século XX, sobre a convergência entre mídia e conhecimento. O objeto empírico são crianças de ensino básico na Colômbia -com posições sociais e capitais escolares diferenciados- submetidas à análise de Bourdieu sobre a correlação entre o lugar do sujeito na estrutura social, a educação e o gosto, neste caso referido às escolhas de programas da mídia. A fase 1 do trabalho de campo (2004-2005) avaliou o capital escolar de 6 grupos de meninos e meninas e descreveu seus consumos de mídia: participaram crianças urbanas de Bogotá e Cali; nesta última foram escolhidos escolares afro-Colombianos, já que é a cidade com a maior população afro-descendente. As crianças rurais pertencem ao Povo Indígena Guambiano, e a um pequeno povoado de afro-descendentes perto do Litoral Pacífico, Zaragoza. O trabalho explorou as representações sociais que as crianças construíram sobre a guerra, os refugiados internos e os governantes. Durante a fase 2 (2007-2008), estudaram-se as relações de três grupos de setores populares com os jornais de TV. Foram explorados os conhecimentos que eles tinham sobre personagens públicos e temas que apareceram frequentemente na mídia. Participaram escolares Guambianos rurais e urbanos de Bogotá e Puerto Tejada, um pequeno município do sudoeste do país, assentamento de antigos escravos. A pesquisa evidencia que -por trás da aparente homogeneidade dos consumos de programas da "cultura internacional popular"- tanto esses consumos quanto os processos de produção de significados pelas crianças são diferenciados em cada grupo analisado, como resultado da "mediação" exercida pelos capitais escolares desiguais. Da mesma forma, as características da escolarização, as identidades étnicas e a localização (urbana/ rural) afetam as "leituras" da realidade. A pesquisa revela também que a televisão e outros meios não têm eficiência por si só; demandam processos de intercâmbio lingüístico para exercerem sua influência na percepção da realidade ou na construção de conhecimentos pelas crianças / Abstract: The objective of this study is the role that the media play in the distribution of knowledge and in children's political socialization. Primary school children in Colombia from widely different social and ethnic groups and academic capitals were the subjects of study. The research draws on classical sociological theory (Durkheim, Weber, Tarde and Halbwachs) in order to analyse the relationship between subjects, the media and the construction of reality. It also involves 20th century social scientists who deal with the rapport between media and knowledge. Based on Bourdieu analysis the enquiry focuses on the correspondence between the subject's position in the social structure, education and corresponding patterns of taste in the offerings of the media. The first period of field work (2004-2005) assessed the academic capital of six groups of children -girls and boys- and described their habits of media consumption. The groups studied included urban children in Bogotá and Cali. In Cali Afro-Colombian children were involved, since this is the city with the largest Afro-descendant population. Rural groups included children of the Guambiano indigenous people, and Afro-descendants in Zaragoza, a small village near the Pacific coast. The study identified their social representations of war, of internal refugees, and of gobernantes. The second period of field work (2007-2008) addressed the reception of TV news by three groups of children from low-income families in the Guambiano indigenous reservation, in Bogotá and in Puerto Tejada, a small town in South-western Colombia in an area where afro descendent slaves settled in the 19th century. Given the marked heterogeneity of the subjects in the study, and in spite of the apparent homogeneity of TV and media consumption by children, both the media consumption patterns and the interpretation of meaning by the various groups of children vary significantly as a result of the "mediations" exerted by their dissimilar economic, cultural and academic capitals. Also, the schooling characteristics, the children's ethnic identities, and their location (urban / rural) influence their "readings" of reality. In addition, the study strongly suggests that television and other media per se are not able to get meanings across to young audiences. Linguistic exchanges are required within the family, the school, the community or the peer groups, in order that the media can influence the construction of knowledge by children / Abstract: The objective of this study is the role that the media play in the distribution of knowledge and in children's political socialization. Primary school children in Colombia from widely different social and ethnic groups and academic capitals were the subjects of study. The research draws on classical sociological theory (Durkheim, Weber, Tarde and Halbwachs) in order to analyse the relationship between subjects, the media and the construction of reality. It also involves 20th century social scientists who deal with the rapport between media and knowledge. Based on Bourdieu analysis the enquiry focuses on the correspondence between the subject's position in the social structure, education and corresponding patterns of taste in the offerings of the media. The first period of field work (2004-2005) assessed the academic capital of six groups of children -girls and boys- and described their habits of media consumption. The groups studied included urban children in Bogotá and Cali. In Cali Afro-Colombian children were involved, since this is the city with the largest Afro-descendant population. Rural groups included children of the Guambiano indigenous people, and Afro-descendants in Zaragoza, a small village near the Pacific coast. The study identified their social representations of war, of internal refugees, and of gobernantes. The second period of field work (2007-2008) addressed the reception of TV news by three groups of children from low-income families in the Guambiano indigenous reservation, in Bogotá and in Puerto Tejada, a small town in South-western Colombia in an area where afro descendent slaves settled in the 19th century. Given the marked heterogeneity of the subjects in the study, and in spite of the apparent homogeneity of TV and media consumption by children, both the media consumption patterns and the interpretation of meaning by the various groups of children vary significantly as a result of the "mediations" exerted by their dissimilar economic, cultural and academic capitals. Also, the schooling characteristics, the children's ethnic identities, and their location (urban / rural) influence their "readings" of reality. In addition, the study strongly suggests that television and other media per se are not able to get meanings across to young audiences. Linguistic exchanges are required within the family, the school, the community or the peer groups, in order that the media can influence the construction of knowledge by children / Doutorado / Ciencias Sociais / Doutor em Ciências Sociais

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Orientador: Vera Lúcia Sabongi De Rossi / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-17T20:37:33Z (GMT). No. of bitstreams: 1 DiazSoler_CarlosJilmar_D.pdf: 1827700 bytes, checksum: 652a1343ae37e70dbb7a2d0882201de4 (MD5) Previous issue date: 2010 / Resumo: Esta pesquisa insere-se na dinâmica de compreender os sistemas de produção e circulação de idéias pedagógicas, tomando como eixo central duas revistas, destinadas à formação de professores. Ambas, intituladas - Educação e Educación - eram destinadas às redes públicas de ensino de São Paulo (Brasil) e de Bogotá (Colômbia), entre os anos de 1932 a 1939, período no qual, além de serem mantidas pelos Estados e serem organizadas por grupos articulados às políticas educacionais, apostaram, na (re)organização da cultura, mediante a divulgação de seus conteúdos. Duas perguntas nortearam esta investigação: que conformações, política e pedagógica, são postas na formação de professores? E, quais são as características que a pedagogia assumiu sobre o forte processo de influência da moderna psicologia? No processo de produção e circulação de idéias pedagógicas, mediante análises das revistas, se apresenta o importante papel que os colaboradores do Instituto Jean-Jacques Rousseau, de Genebra, tiveram na discussão sob a infância escolarizada. Enfatiza-se também, a produção e circulação de saberes e representações destinadas à prática pedagógica dos professores, que atuariam no conjunto geral das forças políticas do período. / Abstract: This research falls into the dynamics of understanding the systems of production and spread of pedagogical ideas, taking as reference two magazines aimed at teachers' education. Both magazines - Educação y Educación- were named and spread around the public teaching networks of São Paulo (Brazil) and Bogotá (Colombia) between 1932 and 1939. During that period, they both were supported by their governments and organized by groups articulated to educational policies. They also backed cultural (re) organization by spreading their contents. Two questions guided that research: ¿Which political and pedagogical aspects are present in the process of teacher's education? ¿Which characteristics were taken by the pedagogy, about the strong process that influenced modern psychology? In the process of production and spreading of pedagogical ideas, through magazine analysis, the important role that the collaborators of the Jean-Jacques Rousseau Institute from Geneva had on the discussion about scholarized childhood. This research also emphasizes on the production and spreading of knowledge and representations aimed at the pedagogical practice of teachers, that would influence on politics at that time. / Doutorado / Educação, Conhecimento, Linguagem e Arte / Doutor em Educação