<?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>2422-4200</journal-id>
<journal-title><![CDATA[Revista Logos Ciencia & Tecnología]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. logos cienc. tecnol.]]></abbrev-journal-title>
<issn>2422-4200</issn>
<publisher>
<publisher-name><![CDATA[Policía Nacional de Colombia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2422-42002025000100061</article-id>
<article-id pub-id-type="doi">10.22335/rlct.v17i1.1957</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Componentes curriculares esenciales para el éxito en la formación inicial de policías]]></article-title>
<article-title xml:lang="en"><![CDATA[Essential Curricular Components for Success in Initial Police Education]]></article-title>
<article-title xml:lang="pt"><![CDATA[Componentes curriculares essenciais para uma formação policial inicial bem-sucedida formação policial]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Serrano Daza]]></surname>
<given-names><![CDATA[Oscar Enrique]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ortiz Barrios]]></surname>
<given-names><![CDATA[Jennifer]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Beltrán Malagón]]></surname>
<given-names><![CDATA[Camilo Andrés]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ramos Díaz]]></surname>
<given-names><![CDATA[Jhinna Paola]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Policía Nacional de Colombia  ]]></institution>
<addr-line><![CDATA[Bogotá ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Policía Nacional de Colombia  ]]></institution>
<addr-line><![CDATA[Bogotá ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Policía Nacional de Colombia  ]]></institution>
<addr-line><![CDATA[Bogotá ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidad del Rosario  ]]></institution>
<addr-line><![CDATA[Bogotá ]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2025</year>
</pub-date>
<volume>17</volume>
<numero>1</numero>
<fpage>61</fpage>
<lpage>81</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S2422-42002025000100061&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S2422-42002025000100061&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S2422-42002025000100061&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Las mujeres y hombres policías enfrentan desafíos complejos y cambiantes, por lo cual se resalta la necesidad de que la formación inicial los prepare eficazmente para desempeñar la actividad de policía. Por lo tanto, la presente investigación tiene como objetivo construir los componentes curriculares que orienten el diseño de los programas académicos de formación inicial de la Policía Nacional de Colombia. Para esto, se realizó un estudio mixto con alcance descriptivo. Se aplicaron 3 cuestionarios a 1569 participantes entre los que se encontraban aspirantes, comandantes y formadores, y se realizó una revisión sistemática de la literatura considerando artículos empíricos publicados entre 2018 y 2023. Los hallazgos indicaron que la formación inicial en la educación policial suele priorizar contenidos tradicionales como normas y normatividad en derecho de policía, sin que estén enlazados a los procedimientos de policía y a metodologías de enseñanza prácticas y centradas en el estudiante. Asimismo, se identificó que los formadores requieren fortalecer sus capacidades de planificación y reflexión. Por lo tanto, se presenta el resultado de componentes orientadores para el diseño curricular tomando como referencia los hallazgos de la investigación, la literatura revisada, y los retos y desafíos que presentan los programas según los análisis de contexto. En conclusión, se discute la importancia de equilibrar el plan de estudios para incorporar contenidos no tradicionales y fortalecer la conexión entre la academia y la profesión de policía al promover una actuación policial integral basada en la evidencia, que le brinde a los futuros policías las herramientas suficientes para enfrentar los retos en el hacer.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Police officers face increasingly complex and evolving challenges, underscoring the importance of initial training programs that effectively prepare them for the demands of policing. This study aims to define the essential curricular components that should guide the design of academic programs for the initial training of the Colombian National Police. A mixed-methods approach with a descriptive scope was employed, including three questionnaires completed by 1,569 participants-aspirants, commanders, and trainers-and a systematic literature review of empirical articles published between 2018 and 2023. The findings reveal that initial police education often prioritizes traditional content, such as legal norms and police regulations, without adequately connecting these to practical police procedures or student-centered teaching methodologies. The study also highlights the need for trainers to strengthen their planning and reflective capacities. As a result, this research proposes guiding components for curriculum design, informed by the study&#8217;s findings, the reviewed literature, and an analysis of the challenges faced by existing programs. The study concludes by emphasizing the importance of a balanced curriculum that integrates non-traditional content and bridges the gap between academic instruction and professional practice. By promoting comprehensive, evidence-based policing, this approach equips future officers with the tools necessary to address the complexities of their profession effectively.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo As mulheres e os homens policiais enfrentam desafios complexos e mutáveis, o que evidencia a necessidade de uma formação inicial que os prepare eficazmente para o trabalho policial. Por isso, o objetivo desta investigação é construir os componentes curriculares que orientam o desenho dos programas acadêmicos de formação inicial da Polícia Nacional da Colômbia. Para isso, foi realizado estudo misto de âmbito descritivo. Foram aplicados três questionários a 1569 participantes, incluindo aspirantes, comandantes e formadores, e foi realizada revisão sistemática da literatura considerando artigos empíricos publicados entre 2018 e 2023. Os resultados indicaram que a formação inicial em educação policial tende a dar prioridade a conteúdos tradicionais, como normas e regulamentos em direito policial, sem estar ligada a procedimentos policiais e metodologias de ensino práticas e centradas no aluno. Foi também identificado que os formadores necessitam reforçar as suas capacidades de planeamento e reflexão. Por conseguinte, o resultado das componentes orientadoras para a concepção do currículo é apresentado com referência aos resultados da investigação, à literatura analisada e aos desafios e dificuldades apresentados pelos programas de acordo com a análise do contexto. Em conclusão, é discutida a importância de equilibrar o currículo para incorporar conteúdos não tradicionais e reforçar a ligação entre a academia e a profissão policial, promovendo um policiamento holístico e baseado em provas que forneça aos futuros agentes policiais ferramentas suficientes para enfrentar os desafios do policiamento.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[componentes curriculares]]></kwd>
<kwd lng="es"><![CDATA[plan de estudios]]></kwd>
<kwd lng="es"><![CDATA[policía]]></kwd>
<kwd lng="es"><![CDATA[formación]]></kwd>
<kwd lng="es"><![CDATA[educación policial]]></kwd>
<kwd lng="en"><![CDATA[curricular components]]></kwd>
<kwd lng="en"><![CDATA[curriculum design]]></kwd>
<kwd lng="en"><![CDATA[police]]></kwd>
<kwd lng="en"><![CDATA[training]]></kwd>
<kwd lng="en"><![CDATA[police education]]></kwd>
<kwd lng="pt"><![CDATA[componentes curriculares]]></kwd>
<kwd lng="pt"><![CDATA[plan de estudios]]></kwd>
<kwd lng="pt"><![CDATA[policía]]></kwd>
<kwd lng="pt"><![CDATA[formación]]></kwd>
<kwd lng="pt"><![CDATA[educación policial]]></kwd>
</kwd-group>
</article-meta>
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