Ejemplar equino, en una exposición pecuaria en la Plaza de Ferias de Bogotá. La Plaza de Ferias de Bogotá, estaba ubicada sobre la carrera 31 con calle 12, anexa al Matadero Distrital. Esta obra fue desarrollada por el Municipio de Bogotá, entre 1933 y 1934, durante el mandato de Enrique Olaya Herrera. Fue inaugurada en julio de 1934, con la asistencia del presidente de la república. Se trataba de un espacio destinado a las transacciones y exposiciones de ganado. Actualmente (2017), se conserva la entrada principal de la feria, con el escudo de la ciudad tallado en piedra y dos relieves alegóricos. También se conserva el pabellón central, en el cual se construyó un observatorio astronómico.

This document presents the results of the transdisciplinary action-research conducted with elderly people participating in the garden of the Bosque Popular Protection Center of Bogotá (CPS), on the contributions of urban agriculture to wellness. Urban agriculture has beneficial effects on people, from a holistic perspective. In the CPS, we have observed how it: offers a context for establishing social networks and developing friendship ties with people from inside and outside the institution; enables the development of a sense of home in an institutional space, through the creation of routines and plant esthetics; allows elderly people to manifest their preferences, identities and values; and enables elderly people to connect with nature on sensorial, emotional and spiritual level. In advanced age, urban agriculture poses nevertheless a series of challenges and it is important to understand them from an ethics of care, and to adapt the garden space and the agriculture practice to the conditions of aging. Urban agriculture has, therefore, a significant potential as a tool for wellness, being an activity that has life at its center.

Arabinogalactan-proteins (AGPs) or proteoglycans in Green coffee beans (GCB) are characterized by their low levels of extraction. Previous work reported a yield of ~1,1% (w/w) of GCB using hot water extraction. This means over 92% AGP of the coffee beans remains in the residual cell wall material (RCWM) composed of cellulose and mannan. The aim of this research is to increase the extraction of AGP from green coffee beans, applying different extraction methods and to compare the methods based on their yield and the chemical composition of obtained fraction. AGP was extracted by: single extraction using (1) cold (4 °C) or (2) hot water (90°C), (3) enzymatic hydrolysis or by sequential extraction, starting with cold water, followed by (4) hot water or alkali (6M KOH) extraction and enzymatic hydrolysis. Extracted AGP was purified and recovered using a preparative anion exchange column (AEC). AGP fractions were identified with a Yariv radial gel diffusion assay. The highest extraction yield (8,7% AGP) was obtained through sequential extraction using alkali. In this method, the alkali extraction resulting in extraction of 57% of the total AGP extracted with the sequence followed by the enzymatic treatment with a 37%. Two main AGPs were obtained with AEC one unbound and the other bound (both showed positive reaction to Yariv reagent test). In order to elucidate the reasons of having these two different AGPs, molecular size was determined using HPSEC, but clear differences were not observed. A main peak with a molecular weight of 287 kDa was measured for both. Analysis carried out in the composition of AGPs confirmed the majority content of arabinose and galactose and the presence of proteins and uronic acids to a less extent. Protein content was on average 12% (w/w). The carbohydrate moiety accounted between 3 to 7% uronic acids with glucuronic acid being the most predominant. Effect of the extraction method on the structure was reflected in the variation of the ratio Galactose/Arabinose. For instance, AGP from cold water showed a ratio of 2.6 indicating its highly branched nature that eases its solubilization. In contrasts ratio of AGP from the enzymatic treatment in the sequential extraction was around 8, which means a poor branch structure. The difference in the ratios reflects the strength of the treatment applied in the composition of AGP. Therefore studies on the extraction of AGP from coffee beans have to be developed using milder methods to maintain the native structure of the AGP presences in the CWM and therefore reducing the side effects on its structure.

Los parámetros de calidad educativa actuales propuestos por el Ministerio de Educación Nacional, inscriben a la evaluación como uno de sus factores asociados. Sin embargo, para que esta evaluación redunde positivamente al interior del aula, debe permitir la retroalimentación y los continuos procesos de mejora, es decir, tener un carácter formativo. Para cumplir con este objetivo el Ministerio de Educación en el año 2009, propuso transformar la evaluación y promoción estudiantil, a partir del Decreto reglamentario 1290, que en la actualidad fue derogado por el Decreto Único Reglamentario 1075 de 2015 el cual en el Título 3, capitulo, 3 sección 3, estipula que cada institución educativa de manera autónoma debe construir su Sistema Institucional de Evaluación (SIE). El Colegio La Felicidad I.E.D. al ser una institución nueva debía realizar su SIE y es por ello, que la presente investigación se propuso sistematizar la construcción y el seguimiento del Sistema Institucional de evaluación de este colegio en el año 2018, trabajando principalmente con el Autor Osear Jara respecto a la sistematización de experiencias y algunos autores como Lukas, Santiago y Mateo con quienes se abordaron los contenidos acerca de la evaluación de aprendizajes.

Este estudio de investigación pretendía mejorar la fluidez de la expresión oral en el cuarto grado a través de talleres basados en juegos de roles en el colegio Santo Tomás de Aquino. Los participantes fueron 22 estudiantes, de 8 a 10 años. Este estudio es una investigación de acción cualitativa que me permitió identificar las necesidades de los estudiantes, recopilar información y analizar datos. Los instrumentos utilizados fueron artefactos de los estudiantes, notas de campo, entrevistas de grupos focales, grabaciones de audio y grabaciones de video. Después de analizar los datos, concluí que los materiales tuvieron un impacto positivo en el aprendizaje de idiomas de los estudiantes en términos de interacción y trabajo en grupo, así como captaron la atención de los estudiantes y les permitieron establecer conexiones con su realidad. Los estudiantes demostraron un compromiso activo en las actividades, asumiendo sus roles y haciendo conexiones con escenarios reales. Aspectos de su habla como la fluidez, la velocidad, el discurso natural se mejoraron a través de las actuaciones en los juegos. Este estudio de investigación tuvo implicaciones pedagógicas significativas en la habilidad oral de los estudiantes, en la comunidad de profesores de ELT y en mí como docente, investigadora y desarrolladora de materiales.

El presente documento de tesis es una investigación de tipo documental cuyo objetivo fue categorizar los hallazgos y las perspectivas de investigación en el campo de las habilidades necesarias y los contextos facilitadores para el aprendizaje de la lectoescritura en niños en etapa pre-escolar. Se plantea la importancia del tema en el campo pedagógico, debido a que la consolidación de la lectoescritura subyace a otros procesos de aprendizaje escolar. Se describen algunas perspectivas teóricas que han abordado e! tema desde diferentes nociones sobre el desarrollo infantil. Los resultados de la revisión se presentan y discuten en diferentes categorías de análisis, para luego proponer una reflexión integradora y critica de los mismos.

Degree thesis where the author had the purpose of establishing the social representations of teachers in the face of disability and its influence on pedagogical practices. The relevance of the research is oriented to show that the results obtained have to do in general with social representations in the face of disability, that is why it is recommended to generate at the level of regulatory bodies such as the Ministry of Education and the Secretariats of Social Integration, the reflections and the necessary actions on training spaces and awareness raising, in such a way that they generate conceptual expansion that will finally be reflected in pedagogical practices. To the same extent in the formation of values in children who attend kindergartens, this as a primary element that speaks of the quality of education in general; in such a way that teachers and managers can understand that the issue of difference and inclusion goes beyond receiving a student with a disability.

The present investigation describes the social representations of family, from a perspective of human development and its relation with the different problems that arise in the school context. From the social representations elaborated by the different educational actors, the different practices, customs and traditions that characterize the families of the Gabriel Echavarría School are recognized, specifically of the educational actors of cycle 1 and 2. This characterization fosters a greater understanding of the actions and attitudes of educational actors in the school context and identifies practices that strengthen and con tribute to human development or, on the contrary, disfavour it. When making the analysis of the representations elaborated by the different actors from a human development perspective, differences are evident, this has to do with the perception and the role that each one exercises, his feeling and his thought allow to recognize the reality that is lived. These representations give identity to the family and to the human being that develops in their environment and that therefore is part of a society where they execute and put into practice everything that is gestated in the family space, through example, actions, the practices and the language.

The following research seeks to identify the relationship between the classroom climate and school violence, through an intervention from the teaching of social sciences in the seventh grade of IED Altamira South East. It is a qualitative research under a case study method with ethnographic tools. The results showed that within the classroom climate there are situations of violence that interrupt and significantly affect coexistence and academic processes. The didactic intervention used a methodology from the immediate and immediate means of the students, since it helps them to understand that the social sciences are not knowledge of distant societies, but that they are part of that knowledge (Aguilera & Morales, 2009). This methodology allows the interaction between the environment in which students live and the knowledge of social sciences. The problems of violence that arise in a school allow us to interact and interact with the contents of the social sciences, generating knowledge, resistance and rejection in these situations. However, collective work is necessary to reduce, control and prevent these situations of violence, where the educational community assumes this responsibility with responsibility and commitment.

This work is based on the interest of providing recommendations so that the math teacher can use metacognition in students. A first.step was to inquire about the term of metacognition and its importance in education, then about the components of metacognition and its development in students. Difficulties are mentioned that can occur in the leaming of mathematics. A survey is applied that evaluates metacognition in terms of knowledge, metacognitive experiences and cognitive self­ regulation under six factors to fifth grade students and based on these results descriptions of findings are made to conclude with possible recomrnendations to be applied in a classroom.