Sistema pedagógico complejo para la gestión académica en contextos emergentes
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Fecha
2024
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Ediciones Universidad Simón Bolívar
Facultad de Ciencias Jurídicas y Sociales
Facultad de Ciencias Jurídicas y Sociales
Resumen
La escuela es el ambiente en el que se entrecruzan realidades contextuales que
con los procesos educativos; tales aspectos emergen ante los actores como elementos
disgregados bajo paradigma de la simplicidad, cuya intención ha sido la fragmentación,
generando en la escuela la atomización del aprendizaje, de los procesos educativos y de
las relaciones de sus actores. Se plantea, la necesidad de generar elementos religadores
en el mundo escolar que permitan la generación de un sistema pedagógico complejo
desde una visión transdisciplinar, Se toma como punto de partida la identificación de las
concepciones, discursos y prácticas que coexisten en el escenario investigativo y que
caracterizan a los procesos institucionales; se configuran los fundamentos
epistemológicos, metodológicos y praxeológicos que sustenten la gestión académica con
el propósito de generar un sistema pedagógico complejo. Se parte de la identificación de
los componentes educativos y de los elementos contextuales que influyen notoriamente
en los procesos educativos teniendo como cometido la hibridación de las nociones
fundamentales y de las prácticas escolares a través de la metamorfosis paradigmática
que les permita a los sujetos escolares concebir sus realidades desde el paradigma de la
complejidad. Los fundamentos teóricos de la investigación se circunscriben a las
nacientes ciencias de la complejidad, a partir de la noción de sistema de Bertalanffy,
sistema social de Luhmann y de los aportes de autores representativos como Maturana y
Maldonado; para la fundamentación antropoética se acudió a los aportes de E. Morin.
Desde la perspectiva metodológica se acudió al paradigma emergente
incorporando los aportes de Martínez Miguélez, entendiendo al sujeto investigador desde
su multidimensionalidad, siendo observador-observado al mismo tiempo. La
intencionalidad metodológica se enmarca en una ruta de carácter no-lineal en donde es
posible acudir a las figuras de bucles y rizomas, tales nociones se amparan en los aportes
de Morin en el Método I y en la obra de Delleuze y Guattari, La información se concibe desde tres elementos, lo descifrado (a partir de la observación y de la interpretación de
documentos institucionales), lo declarado (desde la información obtenida por medio de
entrevistas y grupos focales) y lo practicado, a partir de las interacciones que suceden en
la escuela. Se acude a la interpretación de la gestión académica, desde el análisis de
resultados de la evaluación como elemento que condiciona la concepción de calidad,
asimismo de la autoevaluación institucional, la estrategia de integración de componentes
curriculares del Ministerio de Educación de Colombia, los aportes realizados por diversos
miembros de la comunidad educativa en relación con la dimensión académica y las
dimensiones que brotan a partir de la lectura del contexto. Todo ello, enriqueció la
configuración del Proyecto Educativo, identificando debilidades y fortalezas, generando
conciencia transformadora, tanto de la perspectiva documental como de la interrelaciones
entre los actores educativos y de las prácticas escolares; permitiéndose, de esta forma
una nueva organización curricular, la resignificación metodológica, el surgimiento de
formas de reflexión comunitaria diversa y la conciencia clara de la necesidad de innovar
para educar en nuevos contextos desde una visión sistémica.
The school is the environment in which contextual realities intersect with educational processes; such aspects emerge before the actors as disaggregated elements under the paradigm of simplicity, whose intention has been fragmentation, generating in the school the atomization of learning, educational processes and the relationships of its actors. The need to generate linking elements in the school world that allow the generation of a complex pedagogical system from a transdisciplinary vision is raised. The identification of the conceptions, discourses and practices that coexist in the research scenario and that they characterize institutional processes; the epistemological, methodological and praxeological foundations that support academic management are configured with the purpose of generating a complex pedagogical system. It starts from the identification of the educational components and the contextual elements that significantly influence the educational processes, having as its mission the hybridization of fundamental notions and school practices through the paradigmatic metamorphosis that allows school subjects to conceive their realities from the complexity paradigm. The theoretical foundations of the research are limited to the nascent sciences of complexity, based on the notion of Bertalanffy's system, Luhmann's social system and the contributions of representative authors such as Maturana and Maldonado; For the anthropoetic foundation, the contributions of E. Morin were used. From the methodological perspective, the emerging paradigm was used, incorporating the contributions of Martínez Miguélez, understanding the research subject from its multidimensionality, being observer-observed at the same time. The methodological intentionality is framed in a non-linear route where it is possible to resort to the figures of loops and rhizomes. Such notions are supported by Morin's contributions in Method I and in the work of Delleuze and Guattari, Information. It is conceived from three elements, what is deciphered (from the observation and interpretation of institutional documents), what is declared (from the information obtained through interviews and focus groups) and what is practiced, from the interactions that happen in the school. The interpretation of academic management is used, from the analysis of evaluation results as an element that conditions the conception of quality, also of institutional self-evaluation, the strategy of integration of curricular components of the Ministry of Education of Colombia, the contributions made . by various members of the educational community in relation to the academic dimension and the dimensions that arise from reading the context. All of this enriched the configuration of the Educational Project, identifying weaknesses and strengths, generating transformative awareness, both of the documentary perspective and of the interrelationships between educational actors and school practices; thus allowing a new curricular organization, methodological resignification, the emergence of forms of diverse community reflection and a clear awareness of the need to innovate to educate in new contexts from a systemic vision.
The school is the environment in which contextual realities intersect with educational processes; such aspects emerge before the actors as disaggregated elements under the paradigm of simplicity, whose intention has been fragmentation, generating in the school the atomization of learning, educational processes and the relationships of its actors. The need to generate linking elements in the school world that allow the generation of a complex pedagogical system from a transdisciplinary vision is raised. The identification of the conceptions, discourses and practices that coexist in the research scenario and that they characterize institutional processes; the epistemological, methodological and praxeological foundations that support academic management are configured with the purpose of generating a complex pedagogical system. It starts from the identification of the educational components and the contextual elements that significantly influence the educational processes, having as its mission the hybridization of fundamental notions and school practices through the paradigmatic metamorphosis that allows school subjects to conceive their realities from the complexity paradigm. The theoretical foundations of the research are limited to the nascent sciences of complexity, based on the notion of Bertalanffy's system, Luhmann's social system and the contributions of representative authors such as Maturana and Maldonado; For the anthropoetic foundation, the contributions of E. Morin were used. From the methodological perspective, the emerging paradigm was used, incorporating the contributions of Martínez Miguélez, understanding the research subject from its multidimensionality, being observer-observed at the same time. The methodological intentionality is framed in a non-linear route where it is possible to resort to the figures of loops and rhizomes. Such notions are supported by Morin's contributions in Method I and in the work of Delleuze and Guattari, Information. It is conceived from three elements, what is deciphered (from the observation and interpretation of institutional documents), what is declared (from the information obtained through interviews and focus groups) and what is practiced, from the interactions that happen in the school. The interpretation of academic management is used, from the analysis of evaluation results as an element that conditions the conception of quality, also of institutional self-evaluation, the strategy of integration of curricular components of the Ministry of Education of Colombia, the contributions made . by various members of the educational community in relation to the academic dimension and the dimensions that arise from reading the context. All of this enriched the configuration of the Educational Project, identifying weaknesses and strengths, generating transformative awareness, both of the documentary perspective and of the interrelationships between educational actors and school practices; thus allowing a new curricular organization, methodological resignification, the emergence of forms of diverse community reflection and a clear awareness of the need to innovate to educate in new contexts from a systemic vision.
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Palabras clave
Complejidad, Contextos emergentes, Gestión académica, Sistema, Academic management, Complexity, Emerging contexts, System