<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0100-1574</journal-id>
<journal-title><![CDATA[Cadernos de Pesquisa]]></journal-title>
<abbrev-journal-title><![CDATA[Cad. Pesqui.]]></abbrev-journal-title>
<issn>0100-1574</issn>
<publisher>
<publisher-name><![CDATA[Fundação Carlos Chagas]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0100-15742024000100632</article-id>
<article-id pub-id-type="doi">10.1590/1980531410460</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[RETOS Y CONTROVERSIAS DE LA FORMACIÓN ÉTICA EN LAS UNIVERSIDADES DE BOGOTÁ]]></article-title>
<article-title xml:lang="pt"><![CDATA[DESAFIOS E CONTROVÉRSIAS DA FORMAÇÃO ÉTICA NAS UNIVERSIDADES DE BOGOTÁ]]></article-title>
<article-title xml:lang="en"><![CDATA[CHALLENGES AND CONTROVERSIES OF ETHICAL EDUCATION IN THE UNIVERSITIES OF BOGOTÁ]]></article-title>
<article-title xml:lang="fr"><![CDATA[ENJEUX ET CONTROVERSES DE LA FORMATION À L'ÉTHIQUE DANS LES UNIVERSITÉS DE BOGOTA]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[López Gómez]]></surname>
<given-names><![CDATA[Catalina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Farieta-Barrera]]></surname>
<given-names><![CDATA[Alejandro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Roa-Mendoza]]></surname>
<given-names><![CDATA[Claudia Patricia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de la Salle  ]]></institution>
<addr-line><![CDATA[Bogotá ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Sussex  ]]></institution>
<addr-line><![CDATA[Brighton ]]></addr-line>
<country>Reino Unido</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad de la Salle  ]]></institution>
<addr-line><![CDATA[Bogotá ]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>54</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0100-15742024000100632&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0100-15742024000100632&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0100-15742024000100632&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Analizamos, desde un enfoque mixto, la incidencia institucional en la formación en ética y ciudadana de las universidades de Bogotá. En la fase cuantitativa, estimamos el efecto de las universidades en el módulo de competencias ciudadanas de la prueba Saber Pro para el año 2022 utilizando análisis de regresión multinivel, y hacemos una clasificación de desempeño. En la fase cualitativa incluimos tres universidades confesionales. Encuestamos a estudiantes sobre su experiencia en los cursos sobre estos temas y entrevistamos a profesores y directivos sobre orientaciones institucionales para la enseñanza de la ética, aplicación en el aula y evaluación. Concluimos mostrando que una visión tradicional de la formación ética puede estar afectando negativamente el desempeño de estudiantes en competencias ciudadanas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Analisamos, com uma abordagem mista, a incidência institucional na formação em ética e cidadania das universidades de Bogotá. Na fase quantitativa, estimamos o efeito das universidades no módulo de competências cidadãs da prova Saber Pro no ano de 2022, utilizando análises de regressão multinível, e realizamos uma classificação de desempenho. Na fase qualitativa, incluímos três universidades confessionais. Fizemos pesquisas com estudantes sobre sua experiência nos cursos em relação a esses temas e entrevistamos professores e diretores sobre as orientações institucionais para o ensino da ética, a aplicação na sala de aula e a avaliação. Concluímos mostrando que uma visão tradicional da formação ética pode estar afetando negativamente o desempenho dos estudantes em competências cidadãs.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract We examine the institutional impact on ethics and citizenship education in Bogotá universities from a mixed perspective. In the quantitative phase, we estimate the effect of universities on the citizenship competencies module of the Saber Pro test for the year 2022, using multilevel regression analysis, and we create a performance ranking. In the qualitative phase, we included three confessional universities. We surveyed students about their experience in courses on these topics and interviewed professors and managers about institutional guidelines for teaching ethics, classroom application, and evaluation. We conclude by showing that a traditional view of ethical education may be negatively affecting students&#8217; performance in citizenship education.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[Résumé En utilisant une approche mixte, nous avons analysé l&#8217;impact du cadre institutionnel sur la formation à l&#8217;éthique et à la citoyenneté dans les universités de Bogota. Dans la phase quantitative, nous avons évalué l&#8217;effet des universités sur le module concernant les compétences citoyennes du test Saber Pro pour l&#8217;année 2022 par le biais d&#8217;analyses de régression multiniveaux et nous avons classifié les performances. Dans la phase qualitative, nous avons inclus trois universités confessionnelles. Après avoir mené des enquêtes auprès d&#8217;étudiants sur leur expérience des cours ayant trait à ces sujets, nous avons interrogé des enseignants et directeurs sur les lignes directrices institutionnelles concernant l&#8217;enseignement de l&#8217;éthique, son application en classe et le processus d&#8217;évaluation. En conclusion, nous montrons qu&#8217;une vision traditionnelle de la formation à l&#8217;éthique peut avoir un impact négatif sur les performances des étudiants en compétences citoyennes.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[FORMACIÓN ÉTICA]]></kwd>
<kwd lng="es"><![CDATA[EDUCACIÓN CIUDADANA]]></kwd>
<kwd lng="es"><![CDATA[INSTITUCIONES RELIGIOSAS]]></kwd>
<kwd lng="es"><![CDATA[EDUCACIÓN SUPERIOR]]></kwd>
<kwd lng="pt"><![CDATA[FORMAÇÃO ÉTICA]]></kwd>
<kwd lng="pt"><![CDATA[EDUCAÇÃO CIDADÃ]]></kwd>
<kwd lng="pt"><![CDATA[&#8226;]]></kwd>
<kwd lng="pt"><![CDATA[INSTITUIÇÕES RELIGIOSAS]]></kwd>
<kwd lng="pt"><![CDATA[EDUCAÇÃO SUPERIOR]]></kwd>
<kwd lng="en"><![CDATA[ETHICAL FORMATION]]></kwd>
<kwd lng="en"><![CDATA[CITIZENSHIP EDUCATION]]></kwd>
<kwd lng="en"><![CDATA[RELIGIOUS INSTITUTIONS]]></kwd>
<kwd lng="en"><![CDATA[HIGHER EDUCATION]]></kwd>
<kwd lng="fr"><![CDATA[FORMATION ÉTHIQUE]]></kwd>
<kwd lng="fr"><![CDATA[ÉDUCATION CITOYENNE]]></kwd>
<kwd lng="fr"><![CDATA[INSTITUTIONS RELIGIEUSES]]></kwd>
<kwd lng="fr"><![CDATA[ENSEIGNEMENT SUPÉRIEUR]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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