Renace Jagua Joven: apuesta a un proyecto de vida juvenil
No hay miniatura disponible
Fecha
2025
Autores
Andrea Carolina, Mejía Caicedo
Título de la revista
ISSN de la revista
Título del volumen
Editor
Ediciones Universidad Simón Bolívar
Facultad de Ciencias Jurídicas y Sociales
Facultad de Ciencias Jurídicas y Sociales
Resumen
La educación constituye un derecho humano esencial y un eje estratégico para el desarrollo
social y la construcción de proyectos de vida juveniles. No obstante, en territorios como La Jagua
de Ibirico (Cesar), persisten problemáticas asociadas a la deserción escolar, la baja calidad
educativa, el desempleo juvenil, el consumo de sustancias psicoactivas y la exclusión social
(Ministerio de Educación Nacional, 2024; Cajiao, 2023). Estas limitaciones, sumadas a factores
estructurales de desigualdad territorial, restringen la participación de los jóvenes en procesos
sociales, educativos y laborales, reproduciendo ciclos de pobreza y exclusión (OCDE, 2022;
UNESCO, 2023). En este contexto, el proyecto Renace Jagua Joven surge como una apuesta
territorial que busca fortalecer el desarrollo integral de la juventud, integrando acciones educativas,
culturales y comunitarias. Por consiguiente, la educación más allá de su función académica es un
proceso de socialización que permite a los jóvenes ejercer sus derechos y consolidar ciudadanía
(Firpo, 2013). En Colombia, las tasas de deserción escolar alcanzaron 335.000 estudiantes en 2023
(Ministerio de Educación Nacional, 2024), y en departamentos como Cesar, la situación se agudiza
por limitaciones de infraestructura, escasez de recursos y condiciones de vulnerabilidad social.
Según la Plataforma de Juventudes de La Jagua de Ibirico, más del 50 % de los jóvenes son
catalogados como NINI (ni estudian ni trabajan), lo que evidencia un escenario crítico para la
construcción de proyectos de vida (Peña, 2025). En respuesta, se han articulado iniciativas
nacionales y locales. A nivel macro, el CONPES 4040 y el Plan Nacional de Desarrollo 2022- 2026
(Ley 2294 de 2023), promueven la integración de actividades culturales, deportivas y ciudadanas
en la jornada educativa, favoreciendo la permanencia y formación integral. A nivel territorial,
programas como Renace Jagua Joven y Recuperación de Entornos y Juventudes han implementado
acompañamiento psicosocial, legalización de la situación militar, asesorías familiares y espacios
de participación juvenil, buscando contrarrestar la exclusión y fomentar la resiliencia comunitaria
(MEN, 2016; DNP, 2021).Por ende, el estudio se desarrolló bajo un paradigma históricohermenéutico, con enfoque cualitativo y perspectiva territorial. Se emplearon métodos
comunitarios y estrategias participativas propias del Trabajo Social (Moix, 1998), articulando
trabajo grupal, entrevistas, talleres pedagógicos y análisis documental. Se aplicaron dos modelos
de intervención como lo son el Modelo de la tarea, que buscó fortalecer la autoestima juvenil a
través de metas alcanzables (Viscarret, 2009) y Modelo de gestión de casos, orientado a garantizar
servicios sociales adecuados y acompañamiento integral. Este abordaje permitió comprender las
problemáticas juveniles desde sus contextos socioculturales y generar propuestas de intervención
ajustadas a las realidades del municipio. En conclusión, el proyecto Renace Jagua Joven demuestra
que la educación, articulada con procesos comunitarios y políticas públicas, es un eje
transformador para la construcción de proyectos de vida en contextos vulnerables. Si bien persisten
desafíos estructurales como la deserción, el desempleo y la exclusión social, la implementación de
estrategias integrales con enfoque territorial y participativo fortalece la permanencia educativa, la
inclusión y la resiliencia juvenil.
Education is an essential human right and a strategic pillar for social development and the construction of youth life projects. However, in areas such as La Jagua de Ibirico (Cesar), problems associated with school dropout rates, low educational quality, youth unemployment, psychoactive substance use, and social exclusion persist (Ministry of National Education, 2024; Cajiao, 2023). These limitations, combined with structural factors of territorial inequality, restrict young people's participation in social, educational, and labor processes, reproducing cycles of poverty and exclusion (OECD, 2022; UNESCO, 2023). In this context, the Renace Jagua Joven project emerges as a territorial initiative that seeks to strengthen the comprehensive development of youth by integrating educational, cultural, and community actions. Therefore, education, beyond its academic function, is a process of socialization that allows young people to exercise their rights and consolidate citizenship (Firpo, 2013). In Colombia, school dropout rates reached 335,000 students in 2023 (Ministry of National Education, 2024), and in departments such as Cesar, the situation is exacerbated by infrastructure limitations, resource shortages, and conditions of social vulnerability. According to the La Jagua de Ibirico Youth Platform, more than 50% of young people are classified as NEET (not in education, employment, or training), which highlights a critical scenario for building life projects (Peña, 2025). In response, national and local initiatives have been coordinated. At the macro level, CONPES 4040 and the National Development Plan 2022- 2026 (Law 2294 of 2023) promote the integration of cultural, sports, and civic activities into the educational day, favoring retention and comprehensive training. At the territorial level, programs such as Renace Jagua Joven and Recuperación de Entornos y Juventudes have implemented psychosocial support, legalization of military status, family counseling, and spaces for youth participation, seeking to counteract exclusion and foster community resilience (MEN, 2016; DNP, 2021). Therefore, the study was developed under a historical- hermeneutic paradigm, with a qualitative approach and a territorial perspective. Community methods and participatory strategies typical of social work (Moix, 1998) were used, combining group work, interviews, educational workshops, and documentary analysis. Two intervention models were applied: the Task Model, which sought to strengthen youth self-esteem through achievable goals (Viscarret, 2009), and the Case Management Model, aimed at ensuring adequate social services and comprehensive support. This approach allowed for an understanding of youth issues from their sociocultural contexts and generated intervention proposals tailored to the realities of the municipality. In conclusion, the Renace Jagua Joven project demonstrates that education, articulated with community processes and public policies, is a transformative axis for the construction of life projects in vulnerable contexts. Although structural challenges such as dropout rates, unemployment, and social exclusion persist, the implementation of comprehensive strategies with a territorial and participatory approach strengthens educational retention, inclusion, and youth resilience.
Education is an essential human right and a strategic pillar for social development and the construction of youth life projects. However, in areas such as La Jagua de Ibirico (Cesar), problems associated with school dropout rates, low educational quality, youth unemployment, psychoactive substance use, and social exclusion persist (Ministry of National Education, 2024; Cajiao, 2023). These limitations, combined with structural factors of territorial inequality, restrict young people's participation in social, educational, and labor processes, reproducing cycles of poverty and exclusion (OECD, 2022; UNESCO, 2023). In this context, the Renace Jagua Joven project emerges as a territorial initiative that seeks to strengthen the comprehensive development of youth by integrating educational, cultural, and community actions. Therefore, education, beyond its academic function, is a process of socialization that allows young people to exercise their rights and consolidate citizenship (Firpo, 2013). In Colombia, school dropout rates reached 335,000 students in 2023 (Ministry of National Education, 2024), and in departments such as Cesar, the situation is exacerbated by infrastructure limitations, resource shortages, and conditions of social vulnerability. According to the La Jagua de Ibirico Youth Platform, more than 50% of young people are classified as NEET (not in education, employment, or training), which highlights a critical scenario for building life projects (Peña, 2025). In response, national and local initiatives have been coordinated. At the macro level, CONPES 4040 and the National Development Plan 2022- 2026 (Law 2294 of 2023) promote the integration of cultural, sports, and civic activities into the educational day, favoring retention and comprehensive training. At the territorial level, programs such as Renace Jagua Joven and Recuperación de Entornos y Juventudes have implemented psychosocial support, legalization of military status, family counseling, and spaces for youth participation, seeking to counteract exclusion and foster community resilience (MEN, 2016; DNP, 2021). Therefore, the study was developed under a historical- hermeneutic paradigm, with a qualitative approach and a territorial perspective. Community methods and participatory strategies typical of social work (Moix, 1998) were used, combining group work, interviews, educational workshops, and documentary analysis. Two intervention models were applied: the Task Model, which sought to strengthen youth self-esteem through achievable goals (Viscarret, 2009), and the Case Management Model, aimed at ensuring adequate social services and comprehensive support. This approach allowed for an understanding of youth issues from their sociocultural contexts and generated intervention proposals tailored to the realities of the municipality. In conclusion, the Renace Jagua Joven project demonstrates that education, articulated with community processes and public policies, is a transformative axis for the construction of life projects in vulnerable contexts. Although structural challenges such as dropout rates, unemployment, and social exclusion persist, the implementation of comprehensive strategies with a territorial and participatory approach strengthens educational retention, inclusion, and youth resilience.
Descripción
Palabras clave
Juventud, Territorio, Educación
