CXXIII. THE DEMOCRATIZATION OF EDUCATION THROUGH CONSTRUCTION AND RESEARCH
##plugins.themes.bootstrap3.article.sidebar##
views: 2 |
downloads: 10
##plugins.themes.bootstrap3.article.main##
Abstract
This presentation will show three examples of how educational quality can positively impact
individuals and communities through social work and educational research.
We justify this study because the use of our voices in research reflects our ideology in
academic dialogue processes (Bakhtin, 1981). Dialogue on quality and quantity in
Colombian education is necessary in times of social, economic and health emergency. An
education of quantity, on the one hand, will not help us to create processes of development
and change in times of crisis. A coverage education aims to educate "all” but reflects a history
of exclusion for those in remote areas, vulnerable communities, and conflict zones.
On the other hand, a quality education would offer all the citizens of the country countless
possibilities for progress through a detailed educational process, carefully designed for the
needs of each learner. This process would provide everyone with economic, academic, and
socio-cultural opportunities with equal opportunities for all regardless of creed, race, gender,
social class, political ideas, among other possibilities. In a sentence, the quality of education
would help any country in the world to stop being a perpetuating factory of poverty.
Download Statistics
##plugins.themes.bootstrap3.article.details##
voice, poverty, quality, quantity, education
2004-2019: un balance intermedio. Educación y Educadores, [S.l.], v. 17, n. 1. ISSN
2027-5358. Disponible en:
Delgado, P. (2016). El profesor Assa y el Instituto de Lenguas Modernas: un recuerdo. V.
410, n. 22-23. ISSN 0123-4854. Recuperado a partir de:
https://bibliotecapilotodelcaribe.com/wp-content/uploads/2020/03/RevistaViacuarenta-22-23.pdf. Fecha de acceso: 29 Ag., 2020.
Gadotti, M, Gómez, M.C., Mafra, J., Fernandes, A. (2018). Paolo Freire contribuciones para
la pedagogía. Buenos Aires: CLACSO.
Hillar M. (1993). Liberation Theology: Religious Response to Social Problems. A Survey.
In M. Hillar and H.R. Leuchtag, Humanism and Social Issues: Anthology of Essays.
(pp. 35-52.), Houston: American Humanist Association.
Llull, G., & Pinardi, C. (2019). Léxico De La Pobreza En La Prensa De Argentina, Colombia
Y México. In Llull G., Pinardi C., Chiquito A., Mayer E., & CÃrtes L. (Eds.), La
pobreza en la prensa: Palabras clave en los diarios de Argentina, Brasil, Colombia y
México (pp. 479-802). Ciudad de Buenos Aires, Argentina: CLACSO. Accesado
August 29, 2020, recuperado a partir de: http://www.jstor.org/stable/j.ctvnp0kbt.39
Mármol, D. & Ripoll, L (2020). La Influencia del contenido del texto en la Comprensión
Lectora de treinta estudiantes de inglés. Universidad del Atlántico. Manuscrito no
Publicado.
Paul Ofei-Manu, & Didham, R. (2014). (Rep.). Institute for Global Environmental Strategies.
Accesado agosto 29, 2020, recuperado a partir de
http://www.jstor.org/stable/resrep00748
Usma, J. (2011). El Programa Nacional de Bilingüismo: Un Estudio Exploratorio en el
Departamento de Antioquia, Colombia Vol. 19, Issue 1 (January–April 2014), pp.
101–116, ISSN 0123-3432 www.udea.edu.co/ikala
Sánchez, J. (2013). Bilingüismo en Colombia. In Documentos de Trabajo Economía
Regional (pp 1-45). Cartagena de Indias, Colombia: (CEER) Banco de la República.
Solano, L & Galindo, E. (2018). A Way to Sort Out Issues Affecting Young Learners’
Writing Skills: Cognitive Strategy Instruction. Atlántico University. Manuscrito no
Publicado.
Vizcaíno, A., & Lobo, J. (2020). Don’t Just Build: Bridge the Gap. Latitude, 2(13), 76-89.
ISSN: 2644-4038. Recuperado a partir de
https://revistas.qlu.ac.pa/index.php/latitude/article/view/98