%P 817-827 %C Szeged %O Bibliogr.: 827. p. ; ĂśsszefoglalĂĄs spanyol ĂŠs angol nyelven %T ParticipaciĂłn belga en el desarrollo de polĂticas pĂşblicas educativas de Colombia en la primera mitad del siglo XX %J Acta hispanica %A BĂĄez Osorio Miryam %D 2020 %I Universidad de Szeged, Departamento de Estudios HispĂĄnicos %L acta71025 %K OktatĂĄspolitika - Kolumbia - 20. sz. %X Es importante resaltar algunos de los aportes que ofreciĂł el notable maestro europeo Ovide Decroly, quien fuera invitado a Colombia a dictar conferencias sobre sus mĂŠtodos y aporte pedagĂłgico a maestros de establecimientos educativos, entre ellos a los docentes de la Primera Facultad de PedagogĂa que funcionaba en Tunja a fines de la dĂŠcada de los aĂąos veinte del siglo XX. Su educaciĂłn partĂa del concepto de que la educaciĂłn era una integraciĂłn de actividades que permitĂa a los maestros impulsar centros de aprendizaje y desarrollo para los niĂąos en formaciĂłn, partiendo del mĂŠtodo global de lectura que facilitaba el aprendizaje y la comprensiĂłn. Fue asĂ como lo mĂĄs importante eran los centros de interĂŠs que el Ministerio de EducaciĂłn considerĂł muy valiosos para la formaciĂłn de los niĂąos y que realmente estaban en consonancia con las polĂticas educativas del paĂs. En esas condiciones en la dĂŠcada de los aĂąos treinta, el caso de los centros de interĂŠs ocuparon la atenciĂłn de los pedagogos, dado que se interesaron por trabajar con sus educandos aspectos relacionados con la observaciĂłn, la asociaciĂłn, las relaciones causa â efecto y por supuesto que la expresiĂłn cuyos recursos de enseĂąanza facilitaban los aprendizajes de los niĂąos. Palabras clave: pedagogĂa, educaciĂłn, monitor, enseĂąanza activa. Abstract: It is important to highlight some of the contributions offered by the notable European teacher Ovide Decroly who was invited to Colombia to give lectures on his methods and pedagogical contribution to teachers of educational establishments, including teachers of the First Faculty of Pedagogy that worked in Tunja in the late twenties of the twentieth century. His education was based on the concept that education was an integration of activities that allowed teachers to promote learning and development centers for children in training, based on the global method of reading that facilitated learning and understanding. This was how the most important were the centers of interest that the Ministry of Education considered very valuable for the training of children and that were really in line with the country's educational policies. Under these conditions in the thirties, the case of the centers of interest occupied the attention of the pedagogues, since they were interested in working with their students aspects related to observation, association, cause-effect relationships and of course, the expression whose teaching resources facilitated children's learning.