In the Ricardo Borrero Álvarez Educational Institution, in the city of Neiva, Huila, the project ‘Pedagogical Tools to Evaluate Learning of Students with Intellectual Disabilities’ was developed; with it, the research teachers, through a mixed approach of phenomenological type, wanted to know the opinions and practices in the Institution related to the evaluation of knowledge and its influence on the academic results of students with intellectual disability with the aim of analyzing the pedagogical tools for the evaluation of learning for students with this disability.Based on the findings recorded in observation guides, semi-structured interviews and surveys applied to teachers, parents and students with intellectual disability, and oriented with theoretical foundation and varied references regarding inclusive education and the evaluation of knowledge, it is concluded by proposing an evaluative tool with a holistic perspective of student progress.

In the Ricardo Borrero Álvarez Educational Institution, in the city of Neiva, Huila, the project ‘Pedagogical Tools to Evaluate Learning of Students with Intellectual Disabilities’ was developed; with it, the research teachers, through a mixed approach of phenomenological type, wanted to know the opinions and practices in the Institution related to the evaluation of knowledge and its influence on the academic results of students with intellectual disability with the aim of analyzing the pedagogical tools for the evaluation of learning for students with this disability.Based on the findings recorded in observation guides, semi-structured interviews and surveys applied to teachers, parents and students with intellectual disability, and oriented with theoretical foundation and varied references regarding inclusive education and the evaluation of knowledge, it is concluded by proposing an evaluative tool with a holistic perspective of student progress.

What is happening to the institutional self-assessment in the educative establishments of the public sector? Is there a culture of self-evaluation in the educative establishments? Is time to give a new meaning to the institutional self-assessment? The institutional self-assessment is part of the activities ritual that are done by the teachers every year in the educative institutions supported by the Guía 34 issued by the government in 2008. This document developed from the strategic planning vision, and proposes three steps that include the selfassessment, improvement plan, and monitoring of the improvement plan; divide the school reality into four managements, nineteen processes and ninety-four components, based on the collecting and use of evidences.This paper explores the reality of self-assessment process done in some educative establishments of the city of Neiva, and focuses its attention on one of the most representative of the local context. It uses techniques of documental analysis and focal groups to inquire from the voices of the subjects. It collects their perceptions of the process, the tensions between the normed and what is really happening in the territory of the school, and leads to new visions made up from the dialogue of knowledge among the subjects who are traditionally involved, with the presence of new parts that claims participation and inclusion. The participation of boys and girls deserve all the attention and recognition as subjects who are able to think “outside of the box” and proposes innovative solutions for the problems of their contexts, contributing to the resignification of the self-assessment process.

A sensitive person is that one who has the ability to understand the meaning of things, the essence of people and the complexity of the problems. Literary sensitivity allows the human being to increase the perception of reality and the judyment when making decisions, solve problems, create a lifeplan and interact with the world starting at the acquired experience. The techonological era and the absence of a culture that promotes the love for Reading have made that the Reading process are weak; for this reason it is proposed a didactic strategy whose objective is to structure a didactic strategy to awaken literary sensitivity in the teaching of literature in ninth grade students of the Educational Institution El Juncal located in the municipality of Palermo in the department of Huila.

Although higher education should be a fundamental and mandatory right, in rural areas there are great difficulties in entering higher education institutions due to the influence of various factors such as the mentalities of peasant families, the poverty of the rural sector and the wide gap between urban and rural public education. Therefore, it was made an attempt to analyze what factors make difficult for students graduated from the I.E. Silvania in the rural area of the municipality of Gigante-Huila access higher education. In this investigation it was found that the economic factor is a determining factor for the entrance of the graduates to higher education, in the same way the social factor is decisive because the students see the obligation to help their parents and carry out work in the field due to family needs and the absence of opportunities in the region. All of the above, complemented by the inefficiency of public policies to reduce regional inequalities, not to mention that the professors of the I.E. little or nothing incentivize students about the benefits of higher education and the opportunities for a better quality of life that it brings.

This research evaluates how students’ attitudes towards Natural Sciences are, what is the relationship between these attitudes with factors such as gender, socioeconomic status, educational level and occupations of parents, and what is the impact of learning in this area on the daily life of schoolchildren, recognizing them as one of the bases to understand the processes of teaching / learning of Sciences in the city of Neiva, Huila.In view of the above, this is a qualitative research of social critical type due to it tries to understand the fast social transformations and assumes a critical perspective of the reality of the local context to respond to certain problems caused by these transformations; a Likert scale and a semi-structured interview were used.The results are presented in four sections: 1) Characterization through the Protocol of Attitudes related to Natural Sciences (PACN) that evaluated four categories: Teaching, Image, Social and Characteristics; 2) Relation of attitudes towards each of the factors above mentioned; 3) Recommendations given by the experts to the proposal and 4) Alternative proposal for the teaching / learning of Natural Sciences for the city of Neiva.A methodology is proposed in which processes of multidisciplinarity and interdisciplinarity are incorporated and contribute to the educational innovation, since, by achieving this synergy, better results can be generated, by the action field that is covered.

This study’s object was to determine the impact that the adoption of nutrition and physical activity strategies has for the promotion of healthy habits, as well as the contributions in life style changes in the prevalence of overweightness/obesity in primary school students from the educational institution “María Cristina Arango de Pastrana” in the city of Neiva through a 3 months longitudinal follow-up with a total of 87 school children.In the investigative process 4 questionnaires were used: the first one, about identification of the strategies adopted by directives and teachers; the second one, concerning physical activity; the third one, about food consumption frequency; and the fourth one was funded on the effectiveness of the strategies used for the promotion of healthy nutrition and regular exercise on school children. Also, a digital balance and a measuring rod were used to get the nutritional status of each school children. Weight and size were measured, and the nutritional status was assessed through BMI, the Body Mass Index, for kids in Z-score (between 5 and 17 years old), besides their nutrition and exercise habits. After 3 months, the application of the questionnaires was repeated on the same group of school children, whose changes in life style were analyzed beside their overweightness/obesity prevalence. Strategies such as the prohibition of sale and advertising of low nutritious value food, the development of capacities for parents, among other, were identified and adopted. After the strategy application the percentage of the sample that showed overweightness decreased from 38% to 33%. A reduction of the daily consumption of sweetened beverages was observed, it went from 48,2% to 5,7%, also, the exercising level increased a significantly 12%. The adoption of strategies for promoting healthy habits in school must be recognized as a big help in the changing of nutrition and physical activities habits in the prevalence of overweightness/obesity in school children.

The purpose of this research was to determine the influence of the use of Information Technology and Communication (ICT) as a resource facilitator in the learning process of trigonometry (trigonometric functions), using the TURNING POINT technological software tool for Mathematics students in the tenth grade of Humberto Tafur Charry School in Neiva, Colombia. An empirical-analytical approach to quasi-experimental type was used, establishing an experimental group and a control group. A pretest was conducted to determine prior knowledge of the two groups; three classes were designed with the same topics but using in the experiment group Turning Point software, and control group was taught using a traditional class methodology as well as their corresponding tests to check understanding of the topics covered by the different methodologies. Finally, a post-test was applied, yielding 29.41% of the experimental group passed the exam, while 17.64% approved the test in the control group, which shows that there was a significant improvement by students in understanding the subjects using the Turning Point tool.

This research study was about identifying the perceptions that students of Secondary Education level in Agustín Codazzi and Oliverio Lara Borrero Schools from the city of Neiva have, in relation to the school and classroom environment, and assess their incidence in school performance.Related to the methodological design it was used the Explanatory Sequential design, starting with the quantitative phase where a survey was applied and then it was sought to deepen the findings through qualitative methods, attending interviews and focus groups.In the results students perceive the school environment as good, in relation to the classroom environment; however, there are factors that affect and hinder the external and internal environment, such as: coexistence, organization, the degree of participation, communication and academic expectations affecting the school performance of students.There is a negative perception of safety and respect, aspects that affect the classroom and school environment. On the classroom environment in a qualitative level, some elements were identified, such as the relationships between students, teachers - students and the characteristics of the students, which determine the environments and necessarily the school performance.In relation to the findings, it is recommended to define in the PEI actions to strengthen participation and communication, as well as to seek and use strategies to awaken the academic expectations of adolescents, but also the use of mechanisms to achieve security and respect and undoubtedly improve the school environment and classroom being reflected in high school performance.

According to the requirements and needs of the current population, the Faculties of Education need to develop contemporary policies and pertinent curricular objectives. Therefore, the present research with a qualitative, interpretive, hermeneutical approach and that uses techniques of direct observation, stories and surveys, allows to reveal senses that are woven on Inclusive Education in 12 students of the eighth semester in the year 2018-1 of the Program of Degree in Physical Education and Sports from the University of Quindío. The analysis and interpretation of the results reveals that the Graduates in training receive and handle elements of Inclusive Education, but present great gaps when exercising them in practice. For this reason, a professional pact is proposed that promotes equal rights, eradicates discrimination and enables new opportunities from the educational sector.

This article develops a reflection on the challenges that face the current education and the impact that the capitalist economic model has on the formative, social, curricular, evaluative, pedagogical and didactic dynamics in schools. Based on the different theoretical and conceptual developments that address the problem of the current environmental crisis, an attempt is made to show that the training processes that are currently being developed in most educational institutions have lost their essence and structure by becoming merchandise or goods of consumption, a decontextualization is noticed that prevents responding and addressing the social, cultural, academic, environmental problems in which the educational institution is immersed, which allows arguing the need to build an educational system that breaks with the actual paradigms in traditional education, to give way to an inclusive education where all social, productive and political sectors are integrated in the perspective of contributing to the achievement of a democratic, just, participatory and pertinent society with the needs of a complex reality.