Espiral, Revista de Docencia e Investigación

Educación literaria a partir de la crónica periodística

Beatriz Vanegas Athías — 2025-10-24

¿Dios y yo?

Aura Cristina Burbano Ramírez — 2025-02-07

La calle es bendita

Viviana Marcela Vargas Leal — 2025-02-07

Isabella, la artesana

Natalia Taborda Tirado — 2025-02-07

Proactivity and agency strategies in the holistic education of university students

Daiana Yamila Rigo — 2025-10-24

El presente trabajo realiza una revisión teórica exploratoria sobre los conceptos de proactividad y agencialidad en el contexto de la educación superior. Se analiza la relación entre ambos constructos, destacando cómo la proactividad materializa la capacidad de agencia en acciones concretas dentro del ámbito educativo. El escrito examina los fundamentos teóricos desde diversas perspectivas, incluyendo la Teoría de la Autodeterminación, que explica el comportamiento humano a través de la satisfacción de necesidades psicológicas básicas: autonomía, competencia y relación. Las investigaciones consultadas identifican estrategias efectivas para promover comportamientos proactivos y agentes en estudiantes universitarios, incluyendo el desarrollo de la autonomía, el fortalecimiento de la autoeficacia, y la creación de entornos educativos que apoyen la iniciativa. Los hallazgos sugieren que tanto la agencia como la proactividad pueden desarrollarse mediante intervenciones educativas planificadas que incluyan trabajo colaborativo, reflexión crítica y apoyo a la autonomía estudiantil. La revisión concluye que la promoción de estas capacidades es fundamental para enriquecer los entornos de aprendizaje y mejorar la experiencia educativa en el nivel superior, subrayando la importancia de diseñar contextos educativos que empoderen a los estudiantes como agentes activos de su propio proceso educativo.

Phonetic development in early childhood education: a holistic approach

Adriana Lucia Coronel Coronel — 2025-11-19

Objective: to analyze the relationship between phonetic development and reading comprehension in early childhood, through a systematic review of scientific literature. Methodology: an exhaustive search was carried out in specialized databases such as Scopus, Web of Science and EBSCO, using rigorous inclusion and exclusion criteria to evaluate the effectiveness of phonics in the acquisition of reading competence. Results: the results show increasing evidence of the importance of phonics development in the acquisition of reading literacy. Several pedagogical strategies were identified that favor this development, such as phonics games, phonological awareness activities and interaction with written language in an enriching environment. In addition, the socio-cultural context and educational policies were found to significantly influence children's language development. Conclusions: This review highlights the need to promote early intervention programs that foster phonetic and linguistic development in early childhood to improve children's reading skills and, consequently, their academic success.

Challenges and opportunities for social networks as educational tools

Yeison Fabian Carrillo Rey — 2025-10-31

Social networks in the digital world have changed the way we communicate and interact with others, and the education sector is no exception. Platforms such as TikTok, Facebook and Instagram have integrated into educational practices, offering the students new teaching opportunities and approaches, becoming a pedagogical tool that is being used on a daily basis. This article analyzes the potential from different social networks in educational context, allowing to see if it is being performed in an organized, planned and intentional way, which could get to promote creativity , collaboration and active learning skills on behalf students. However, for its application, there are some remarked challenges that should be faced such as adapting curriculum, teaching training in the use of these tools, equitable access to technology, data accuracy and the digital gap that is in the country.

Systematic Review on the Use of Oral Tradition for the Improvement of Communicative Competencies

Andrea Carolina León Salinas — 2025-10-24

The inclusion of oral tradition in educational contexts has been established as a central strategy for enriching students' communicative skills, restoring their connection to cultural identity, and fostering genuine and meaningful learning. This proposed review aims to analyze the importance of using oral tradition as a pedagogical strategy for strengthening communicative skills and cultural identity in different educational contexts. Methodologically, a review of recent literature was conducted, which examines the impact of oral tradition on education by identifying 17 relevant studies that emphasize the importance of using oral tradition in developing linguistic, intercultural, and intergenerational skills. The reflective analysis covers the following categories: authentic and contextualized communication skills, intergenerational relationships and dialogue between generations, students' intercultural competence, and integration of dialogue between generations. The results confirmed that the use of stories, legends, and ancestral knowledge in teaching processes improves students' communication skills; and the construction of an inclusive learning environment that respects cultural diversity and fosters dialogue between generations. In short, oral tradition is a comprehensive pedagogical tool that establishes the content intended to be fostered in students within the oral tradition, contributing to strengthening students' sense of belonging and empowering them as defenders of their cultural heritage. Its role in education alters the educational experience, which can facilitate the education of more critical, more aware, and more committed citizens, both in defending their identity and in creating a more just and intercultural society.