Perspectivas interdisciplinarias en el contexto del pensamiento prospectivo: proyecto educativo institucional
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Fecha
2024
Autores
Rodríguez Tovar, Octavio Carlos
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Ediciones Universidad Simón Bolívar
Facultad de Ciencias Jurídicas y Sociales
Facultad de Ciencias Jurídicas y Sociales
Resumen
El proyecto educativo institucional es la carta de navegación de las instituciones
educativas, puesto que direcciona, no solo los principios pedagógicos y académicos
visibilizados en lineamientos curriculares, sino, en los criterios administrativos y de
gestión directiva, los cuales permiten generar la construcción de estructuras
didácticas, metodológicas, evaluativas e investigativas desde perspectivas
interdisciplinarias en las dinámicas del pensamiento prospectivo. El estudio tiene
como objetivo general fundamentar procesos interdisciplinarios en el contexto
prospectivo del proyecto educativo Institucional PEI que viabilice concebir los
principios administrativos y los criterios de calidad desde perspectivas emergentes.
Para alcanzar lo anterior, es importante tener en cuenta la concepción prospectiva
interdisciplinaria de los principios sustantivos del proyecto educativo institucional:
miradas epistemológicas, donde se analizan los principios no solo hologramáticos,
en que hacen sinergias las funciones sustantivas, docencia, investigación y
extensión, permitiendo la reflexión de los entretejidos que se producen en los
entramados epistémicos, conceptuales y metodológicos que surgen de la relación,
generando de esta manera construcciones de sistemas y paradigmas de saber.
De igual modo, desde esta perspectiva se comprenden las religaciones que se
presentan en los factores Identitario, pedagógico, curricular e investigativo y sus
perspectivas prospectivas declaradas desde los componentes administrativos y de
calidad, enfocadas al análisis prospectivo en que se fundamentan las estructuras
pedagógicas, desde las nuevas concepciones emergentes dados en principios
multiparadigmaticos, transcomplejos y multisistemicos en que se encuentra
inmersos los discursos y la narrativa educativa en que se visibilizan los principios
curriculares, investigativos, evaluativos, entre otros componentes.
Por consiguiente, el estudio del contexto prospectivo del proyecto educativo
institucional PEI, en la concepción de los principios administrativos y los criterios de
calidad desde perspectivas narrativas emergentes, generan la construcción de
nuevos lenguajes que se producen en las interacciones sinérgicas de los
componentes del PEI, visibilizando las dinámicas de estructuras dadas a partir de
principios multidiversos que tienen en cuenta las distintas miradas epistémicas y
teóricas que transitan en el campo ideológico que cimientan los criterios educativos,
los cuales son tenidas en cuenta para el diseño pedagógico y curricular.
El estudio se realizó desde teniendo en cuenta el diseño critico enfocado hacia
dinámicas de reflexión permanente de las movilidades de la realidad, bajo el
paradigma cualitativo, orientado a la identificación de los procesos de concepciones
humanas y de las actitudes de los sujetos participantes en la investigación, bajo los
principios de la investigación acción reflexiva, comprendida desde perspectivas de
análisis de las intervenciones pedagógicas orientadas a la construcción de
principios que generen propuestas de dinamización del proyecto educativo
institucional PEI, en contextos emergentes y desde pensamientos prospectivos que
contribuyen a criterios paradigmáticos multidiversos, multireferenciales, a partir de
epistemologías abiertas a escenarios de complementariedad que se encuentran en
constante religaje
The institutional educational project is the navigation chart of educational institutions, since it directs not only the pedagogical and academic principles made visible in curricular guidelines, but also the administrative and management criteria, which allow generating the construction of didactic structures, methodological, evaluative and investigative from interdisciplinary perspectives in the dynamics of prospective thinking. The general objective of the study is to base interdisciplinary processes in the prospective context of the PEI Institutional educational project that makes it possible to conceive the administrative principles and quality criteria from emerging perspectives. To achieve the above, it is important to take into account the interdisciplinary prospective conception of the substantive principles of the institutional educational project: epistemological views, where not only hologrammatic principles are analyzed, in which the substantive functions, teaching, research and extension make synergies, allowing the reflection of the interweaving that occurs in the epistemic, conceptual and methodological frameworks that arise from the relationship, thus generating constructions of systems and paradigms of knowledge. Likewise, from this perspective the relationships that arise in the Identity, pedagogical, curricular and investigative factors and their prospective perspectives declared from the administrative and quality components are understood, focused on the prospective analysis on which the pedagogical structures are based, from the new emerging conceptions given in multiparadigmatic, transcomplex and multisystemic principles in which the discourses and the educational narrative are immersed in which the curricular, investigative, and evaluative principles, among other components, are made visible. Consequently, the study of the prospective context of the PEI institutional educational project, in the conception of the administrative principles and quality criteria from emerging narrative perspectives, generates the construction of new languages that are produced in the synergistic interactions of the components of the PEI, making visible the dynamics of structures given from multidiverse principles that take into account the different epistemic and theoretical views that transit in the ideological field that underpin the educational criteria, which are taken into account for the pedagogical and curricular design. The study was carried out taking into account the critical design focused on dynamics of permanent reflection of the mobilities of reality, under the qualitative paradigm, oriented to the identification of the processes of human conceptions and the attitudes of the subjects participating in the research. , under the principles of reflective action research, understood from the perspectives of analysis of pedagogical interventions aimed at the construction of principles that generate proposals for the revitalization of the PEI institutional educational project, in emerging contexts and from prospective thoughts that contribute to multidiverse paradigmatic criteria, multi-referential, based on epistemologies open to scenarios of complementarity that are in constant relegation
The institutional educational project is the navigation chart of educational institutions, since it directs not only the pedagogical and academic principles made visible in curricular guidelines, but also the administrative and management criteria, which allow generating the construction of didactic structures, methodological, evaluative and investigative from interdisciplinary perspectives in the dynamics of prospective thinking. The general objective of the study is to base interdisciplinary processes in the prospective context of the PEI Institutional educational project that makes it possible to conceive the administrative principles and quality criteria from emerging perspectives. To achieve the above, it is important to take into account the interdisciplinary prospective conception of the substantive principles of the institutional educational project: epistemological views, where not only hologrammatic principles are analyzed, in which the substantive functions, teaching, research and extension make synergies, allowing the reflection of the interweaving that occurs in the epistemic, conceptual and methodological frameworks that arise from the relationship, thus generating constructions of systems and paradigms of knowledge. Likewise, from this perspective the relationships that arise in the Identity, pedagogical, curricular and investigative factors and their prospective perspectives declared from the administrative and quality components are understood, focused on the prospective analysis on which the pedagogical structures are based, from the new emerging conceptions given in multiparadigmatic, transcomplex and multisystemic principles in which the discourses and the educational narrative are immersed in which the curricular, investigative, and evaluative principles, among other components, are made visible. Consequently, the study of the prospective context of the PEI institutional educational project, in the conception of the administrative principles and quality criteria from emerging narrative perspectives, generates the construction of new languages that are produced in the synergistic interactions of the components of the PEI, making visible the dynamics of structures given from multidiverse principles that take into account the different epistemic and theoretical views that transit in the ideological field that underpin the educational criteria, which are taken into account for the pedagogical and curricular design. The study was carried out taking into account the critical design focused on dynamics of permanent reflection of the mobilities of reality, under the qualitative paradigm, oriented to the identification of the processes of human conceptions and the attitudes of the subjects participating in the research. , under the principles of reflective action research, understood from the perspectives of analysis of pedagogical interventions aimed at the construction of principles that generate proposals for the revitalization of the PEI institutional educational project, in emerging contexts and from prospective thoughts that contribute to multidiverse paradigmatic criteria, multi-referential, based on epistemologies open to scenarios of complementarity that are in constant relegation
Descripción
Palabras clave
Ecosistema formativo, Interdisciplinariedad, PEI, Prospectiva, Pensamiento, Relación
