Hacia una comprensión de las relaciones de poder que subyacen de las prácticas pedagógicas en el contexto privativo de la libertad para estudiantes vinculados al sistema de responsabilidad penal para adolescentes
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Fecha
2025
Autores
Peña Pacheco, Juan Francisco
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Ediciones Universidad Simón Bolívar
Facultad de Ciencias Jurídicas y Sociales
Facultad de Ciencias Jurídicas y Sociales
Resumen
Esta apuesta investigativa tuvo como objetivo principal comprender las relaciones
de poder docente-estudiante que subyacen de las prácticas pedagógicas en un
centro con medida privativa de la libertad, vinculado al Sistema de
Responsabilidad Penal para Adolescentes en la región caribe colombiana, a partir
de una aproximación teórica que emergió de las voces de los participantes.
Para este abordaje, se recurrió a una base teórica con perspectiva crítica
desde autores como Paulo Freire, Peter McLaren y Catherine Walsh, entre otros,
para fundamentar las categorías Prácticas Pedagógicas y Relación de Poder.
Así mismo, esta investigación se abraza bajo un enfoque cualitativo desde
el paradigma interpretativo, apoyada en la teoría fundamentada. El diseño se
construyó en función de tres fases: Inmersión en el campo, análisis de la información
(codificación abierta, axial y selectiva) y el constructo teórico. El análisis de la
información recolectada permitió la identificación de códigos con significados
contextuales para dar emergencia a códigos axiales que configuraron la categoría
selectiva. Dentro de esta lógica, emerge el constructo teórico que explica el
relacionamiento de significados entre código y categorías, llamado: prácticas
pedagógicas relacionales como llaves para la libertad: una alternativa para la
educación de estudiantes en el contexto del Sistema de Responsabilidad Penal para
Adolescentes.
Los resultados permiten inferir, entre otras cosas, que una educación
pertinente, en armonía con las prácticas pedagógicas, sugiere un enfoque crítico
humanista que conciba al adolescente, no como un delincuente, sino como un ser
capaz de transformar su vida, con derecho a segundas oportunidades y a tener una
educación digna, fundamentada en la esperanza, el amor, el diálogo, la reflexión
crítica, el empoderamiento y, sobre todo, el respeto a la vida.
Así mismo, esta, anima a seguir investigado sobre este tema desde otras
perspectivas para tener una compresión holística del fenómeno de estudio,
especialmente privilegiando la Investigación Acción Participativa que lleve a
transformar el proyecto de vida de los estudiantes, desde la reflexión crítico y el
empoderamiento, de manera que se conviertan en protagonistas de su nueva
historia
The main objective of this research project was to understand the teacherstudent power relations that underlie pedagogical practices in a detention center linked to the Criminal Responsibility System for Adolescents in the Caribbean region of Colombia, based on a theoretical approach that emerged from the voices of the participants. For this approach, a theoretical basis with a critical perspective was used, drawing on authors such as Paulo Freire, Peter McLaren, and Catherine Walsh, among others, to establish the categories of Pedagogical Practices and Power Relations. Likewise, this research embraces a qualitative approach from the interpretive paradigm, supported by grounded theory. The design was constructed in three phases: immersion in the field, analysis of the information (open, axial, and selective coding), and the theoretical construct. The analysis of the collected information allowed for the identification of codes with contextual meanings to give rise to axial codes that configured the selective category. Within this logic, the theoretical construct that explains the relationship of meanings between code and categories emerges, called: relational pedagogical practices as keys to freedom: an alternative for the education of students in the context of the Criminal Responsibility System for Adolescents. The results allow us to infer, among other things, that a relevant education, in harmony with pedagogical practices, suggests a critical humanistic approach that conceives of adolescents not as criminals, but as beings capable of transforming their lives, with the right to second chances and to a dignified education based on hope, love, dialogue, critical reflection, empowerment, and, above all, respect for life. Likewise, it encourages further research on this topic from other perspectives to gain a holistic understanding of the phenomenon under study, especially by prioritizing Participatory Action Research that leads to transforming students' life projects through critical reflection and empowerment, so that they become protagonists of their new history.
The main objective of this research project was to understand the teacherstudent power relations that underlie pedagogical practices in a detention center linked to the Criminal Responsibility System for Adolescents in the Caribbean region of Colombia, based on a theoretical approach that emerged from the voices of the participants. For this approach, a theoretical basis with a critical perspective was used, drawing on authors such as Paulo Freire, Peter McLaren, and Catherine Walsh, among others, to establish the categories of Pedagogical Practices and Power Relations. Likewise, this research embraces a qualitative approach from the interpretive paradigm, supported by grounded theory. The design was constructed in three phases: immersion in the field, analysis of the information (open, axial, and selective coding), and the theoretical construct. The analysis of the collected information allowed for the identification of codes with contextual meanings to give rise to axial codes that configured the selective category. Within this logic, the theoretical construct that explains the relationship of meanings between code and categories emerges, called: relational pedagogical practices as keys to freedom: an alternative for the education of students in the context of the Criminal Responsibility System for Adolescents. The results allow us to infer, among other things, that a relevant education, in harmony with pedagogical practices, suggests a critical humanistic approach that conceives of adolescents not as criminals, but as beings capable of transforming their lives, with the right to second chances and to a dignified education based on hope, love, dialogue, critical reflection, empowerment, and, above all, respect for life. Likewise, it encourages further research on this topic from other perspectives to gain a holistic understanding of the phenomenon under study, especially by prioritizing Participatory Action Research that leads to transforming students' life projects through critical reflection and empowerment, so that they become protagonists of their new history.
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Palabras clave
Prácticas Pedagógicas, Justicia juvenil, Pensamiento crítica, Sistema de responsabilidad penal para adolescentes
