El objetivo del artículo es determinar la prevalencia del hostigamiento escolar presente en las instituciones educativas públi-cas de Bucaramanga-Colombia mediante una investigación transversal de corte cuantitativo y un diseño no experimental. La muestra estuvo constituida por 1776 estudiantes (48,9% mujeres y 50,5% hombres) pertenecientes a los grados de 4° a 11°. El estudio se desarrolló en tres fases: caracterización de las instituciones educativas públicas de Bucaramanga; selección aleatoria de los grupos escolares sobre los que se recolectó la información; recolección y análisis de datos. Los resultados muestran una prevalencia de victimización 8,1% para el caso del hostigamiento escolar perpetrado de manera personal y del 5% para el hostigamiento escolar realizado a través de medios virtuales.Palabras clave: Agresión, ciencias de la educación, contexto escolar, educación básica, violencia. Yolima Ivonne Beltrán VillamizarOmar Elías Torrado Duarte Carlos Guillermo Vargas Beltrán Grupo de investigaciones educativas Atenea Universidad Industrial de Santander, Bogotá, Colombia. Prevalencia del hostigamiento escolar en las instituciones públicas deBucaramanga-Colombia* Prevalence of School Bullying at State Schools in Bucaramanga city, Colombia Resumen AbstractThe objective of this article is to determine the prevalence of bullying present in public educational institutions in Bucaramanga -Colombia through a cross-cutting quantitative research and a non-experimental design. The sample consisted of 1776 students ( 48.9 % female and 50.5 % male ) belonging to grades 4 to 11th . The study was conducted in three phases: characterization of public educational institutions Bucaramanga ; random selection of school groups on which the information was collected ; data collection and analysis . The results show a 8.1% prevalence of victimization in the case of bullying committed personally and 5% to bullying conducted through virtual means.

This paper is a retrospective over a 20-year period that aims to show the research techniques on pro-environmental behavior and the incidence of Sustainable Development (SD) in Environmental Education (EE). Network bibliometrics was conducted, integrating social media analysis through the implementation of the tools VOSviewer, UCINET and the Biblioshiny application of the R-tool, together with the analysis of content of the documents cited and co-cited in the literature. The findings signal influential authors in citation and co-citation networks; they also point to topics developed emerging in the co-words network. The conclusion shows there is a gap between the acquisition of pro-environmental knowledge and behavior, a fact that shows the need to create pedagogical and participatory alternatives in EE for the resolution of ecological dilemmas. Likewise, with the incorporation of SD in education, it is inferred that higher education is fundamental in guaranteeing sustainability.

RESUMENCreación de una comunidad de aprendizaje: una experiencia de educación inclusiva en Colombia ABSTRACT Creation of a learning community: an experience of inclusive education in Colombia 1This paper presents an experience of inclusive education developed in a Colombian educational institution, located in social and cultural environment that hinder the provision of educational services. This study aimed to coordinate the efforts of teachers, students, parents and other members of the educational community, around activities for improving educational quality. This initiative was carried out following the seven methodological steps for transforming schools to Learning Communities, through an action research process, which identified the main needs in the institution, fostering a participatory process of the educational community, and strengthen the relationship between the cultural knowledge of the whole community and academic knowledge. Keywords: Inclusive Education, Learning Communities, Cultural Intelligence RESUMOCriação de uma comunidade de aprendizagem: uma experiência de educação inclusiva em Colômbia Este artigo derivado de uma pesquisa chamada "Proposta de abordagem educacional e psicossocial para melhorar a inserção escolar e a inclusão de populações vulneráveis em Santander e Norte de Santander (Colômbia) " apresenta uma experiência de educação inclusiva desenvolvida em uma escola da Colômbia, localizado em um ambiente social e cultural que dificulta a prestação de serviços educacionais. O estudo teve como objetivo articular os esforços de professores, alunos, pais e outros membros da comunidade educativa, sobre as atividades para melhorar a qualidade educacional. A iniciativa proposta foi realizada seguindo as sete etapas metodológicas para transformação das escolas em comunidades de aprendizagem-CA através de um processo de pesquisa-ação (Investigación, acción, participación, IAP), que identificou as principais necessidades da instituição, promovendo um processo de participação da comunidade educativa, e reforçar a relação entre o conhecimento cultural de toda a comunidade e o saber acadêmico. Palavras-chave: Educação Inclusiva, Comunidades de Aprendizagem, Inteligência Cultural.

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The purpose of this paper is to analyze the negative impact of neo-extractivism to boost the mining industry and the components that prevent the formalization of ASM as a model of rural economic development in Vetas, California, Suratá, and Matanza, municipalities adjacent to the Santurbán moorland (Colombia). A qualitative methodology with ethnographic design was followed, implementing the NVivo software (v12) for the analysis of information. The results show that the neo-extractivist model stands in opposition to the formalization of ASM in the territory, which prevents the prioritization of rural economic development by regional and local governments. ASM is at a disadvantage with respect to large-scale extractive industry, although this activity has been carried out in this region for centuries; it is also under threat as a result of a delimitation process that seeks the protection of the moor ecosystem, putting at risk the economic and socio-environmental stability of the communities that depend on this activity.