Calidad de la educación en una escuela rural del municipio de Lorica, desde una perspectiva de desarrollo socioecológica
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Fecha
2023
Autores
Díaz Guerra, Carolina de Los Ángeles
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Ediciones Universidad Simón Bolívar
Facultad de Ciencias Jurídicas y Sociales
Facultad de Ciencias Jurídicas y Sociales
Resumen
Esta investigación se desarrolló en el marco del enfoque histórico hermenéutico,
con una metodología etnográfica y tuvo como objetivo principal configurar un sistema
de evaluación interno de la calidad educativa de una institución rural del municipio de
Lorica construido a partir de las voces de los actores locales, articulando elementos de
la perspectiva socioecológica. Entendida esta última como el reconocimiento de la
Interconexión e interdependencia de las sociedades rurales y los ecosistemas que la
conforman. En el recorrido para la documentación del respectivo diagnóstico de la
problemática se identificó un desenfoque en la concepción dominante de calidad de
educación promovida por las grandes potencias, cuyo fin es articular a la sociedad con
el sistema económico mundial. Esta concepción surge desde el raciocinio urbano y
enfatiza la evaluación de la calidad desde parámetros cognitivos y académicos.
Frente al panorama descrito, la escuela está desarticulada de la problemática
local y de los requerimientos del territorio, porque encamina su quehacer,
especialmente, al éxito en las pruebas externas. Situación que desvía su función como
agente transformador y, en consecuencia, limita el diseño de propuestas pertinentes
para estas comunidades.
En correspondencia, los programas y parámetros de evaluación implementados
no se estructuran teniendo en cuenta las dinámicas históricas y socioecológicas de las
poblaciones rurales en el territorio, lo que impide un verdadero mejoramiento continuo
de los procesos educativos al no favorecer el reconocimiento de las necesidades y
aportes que desde las propuestas pedagógicas de los establecimientos educativos se
pueden llevar a cabo para contribuir con el desarrollo humano y para superar las
brechas existentes. De este modo, se pretende que los resultados de esta investigación
contribuyan a la toma de decisiones pertinentes, orientadas a la construcción de
políticas educativas rurales.
This research is part of a historical hermeneutical approach, with an ethnographic methodology, its objective is to propose an internal evaluation system of the educational quality of a rural institution in the municipality of Lorica, built from the voices of its actors, which integrates elements from the socio-ecological perspective. The latter understood as the recognition of the vital connection and interdependence between rural societies and ecosystems. During the journey to document the respective diagnosis of the problem, a blurring of the dominant conception of quality of education was identified, promoted by great powers, in order to articulate society with the world economic system. This conception arises from urban reasoning, privileging cognitive and academic parameters. Faced with the panorama described, the school is dissociated from the problems and requirements of the territory, because it directs its work, especially, to obtaining good results in external tests, a situation that decouples the school in its function as a transforming agent and of change, limiting the design of pertinent proposals for these communities. Thus, the programs and evaluation parameters that are implemented do not take into account the historical and socio-ecological dynamics of rural populations that have made life possible in the territory, which prevents a true continuous improvement of educational processes, by not favor the identification of needs and that from the pedagogical proposals of educational establishments, a task can be carried out to contribute to human development and reduce existing gaps. The results of this research are intended to contribute to making relevant decisions, aimed at the construction of rural educational policies.
This research is part of a historical hermeneutical approach, with an ethnographic methodology, its objective is to propose an internal evaluation system of the educational quality of a rural institution in the municipality of Lorica, built from the voices of its actors, which integrates elements from the socio-ecological perspective. The latter understood as the recognition of the vital connection and interdependence between rural societies and ecosystems. During the journey to document the respective diagnosis of the problem, a blurring of the dominant conception of quality of education was identified, promoted by great powers, in order to articulate society with the world economic system. This conception arises from urban reasoning, privileging cognitive and academic parameters. Faced with the panorama described, the school is dissociated from the problems and requirements of the territory, because it directs its work, especially, to obtaining good results in external tests, a situation that decouples the school in its function as a transforming agent and of change, limiting the design of pertinent proposals for these communities. Thus, the programs and evaluation parameters that are implemented do not take into account the historical and socio-ecological dynamics of rural populations that have made life possible in the territory, which prevents a true continuous improvement of educational processes, by not favor the identification of needs and that from the pedagogical proposals of educational establishments, a task can be carried out to contribute to human development and reduce existing gaps. The results of this research are intended to contribute to making relevant decisions, aimed at the construction of rural educational policies.
Descripción
Palabras clave
Educación, Calidad, Ruralidad, Perspectiva socioecológica, Políticas educativas rurales, Education, Quality, Rurality, Socio-ecological, Perspective