Innovación social y políticas públicas de educación superior para la inclusión de la comunidad Wayúu en Colombia
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Fecha
2026
Autores
Torres Miranda, Cristina Isabel
Villa Hoyos, María José
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Ediciones Universidad Simón Bolívar
Facultad de Administración y Negocios
Facultad de Administración y Negocios
Resumen
Colombia enfrenta persistentes brechas territoriales y étnicas en el acceso, la permanencia y la pertinencia cultural de la educación superior, particularmente en comunidades indígenas como el pueblo Wayúu en el departamento de La Guajira. A pesar de avances en cobertura reportados por el Sistema Nacional de Información de la Educación Superior, los indicadores evidencian desigualdades significativas entre municipios y limitaciones estructurales asociadas a pobreza multidimensional, baja conectividad digital y escasa articulación institucional. El objetivo general de esta investigación es analizar cómo las políticas públicas de educación superior en Colombia impulsan procesos de innovación social que contribuyen al desarrollo educativo y comunitario de la población Wayúu. En correspondencia, se plantean tres objetivos específicos: Examinar el marco y la implementación de las políticas públicas de educación superior orientadas a la inclusión y participación de comunidades indígenas, con énfasis en la comunidad Wayúu; identificar las iniciativas y prácticas de innovación social derivadas de la educación superior que han generado impactos en la calidad de vida y el bienestar educativo de la comunidad Wayúu; y evaluar los factores que facilitan o limitan la efectividad de las políticas públicas en la promoción de una educación superior equitativa e intercultural dirigida a esta población. Metodológicamente, el estudio adopta un enfoque cualitativo descriptivo–analítico, basado en análisis documental de políticas nacionales (2014–2024), revisión de literatura indexada (Scopus, WoS) y diseño de entrevistas semiestructuradas a líderes comunitarios, estudiantes indígenas y actores institucionales. La investigación se encuentra en fase de desarrollo; por tanto, los resultados presentados son preliminares y derivan principalmente de la revisión documental. Los hallazgos iniciales sugieren insuficiente articulación entre política nacional y ejecución territorial, baja participación comunitaria en el diseño y evaluación de programas, limitada incorporación de enfoques de innovación social en educación intercultural y ausencia de modelos colaborativos sostenibles adaptados al contexto Wayúu. Como desafíos se identifican restricciones presupuestales, debilidad institucional local y barreras culturales no integradas plenamente en la planeación pública. Como próximos pasos, se plantea la aplicación sistemática de entrevistas, la construcción de un modelo analítico integrador y la formulación de propuestas basadas en gobernanza colaborativa, plataformas interculturales, emprendimientos educativos comunitarios y fortalecimiento organizativo local, alineadas con los ODS 4 y 10.
Colombia faces persistent territorial and ethnic gaps in access to, retention in, and cultural relevance of higher education, particularly among Indigenous communities such as the Wayúu people in the de-partment of La Guajira. Despite coverage improvements reported by the National Higher Education Information System, indicators reveal significant inequalities across municipalities and structural constraints associated with multidimensional poverty, low digital connectivity, and weak institutional coordination. The overall objective of this study is to analyze how higher education public policies in Colombia promote social innovation processes that contribute to the educational and community development of the Wayúu population. Accordingly, three specific objectives are proposed: to examine the framework and implementation of higher education public policies aimed at the inclusion and participation of Indigenous communities, with an emphasis on the Wayúu community; to identify social innovation initiatives and practices derived from higher education that have generated impacts on the quality of life and educational wellbeing of the Wayúu community; and to assess the factors that facilitate or constrain the effectiveness of public policies in promoting equitable and intercultural higher education for this population. Methodologically, the study adopts a descriptive– analytical qualitative approach, based on documentary analysis of national policies (2014–2024), a review of indexed literature (Scopus, WoS), and the design of semistructured interviews with community leaders, Indigenous students, and institutional actors. The research is currently under development; therefore, the results presented are preliminary and derive mainly from the documentary review. Initial findings suggest insufficient alignment between national policy and territorial implementation, low community participation in program design and evaluation, limited incorporation of social innovation approaches into intercultural education, and the absence of sustainable collaborative models tailored to the Wayúu context. Identified challenges include budget constraints, weak local institutional capacity, and cultural barriers that are not fully integrated into public planning. Next steps include the systematic application of interviews, the development of an integrative analytical model, and the formulation of proposals based on collaborative governance, intercultural platforms, community based educational entrepreneurship, and strengthening of local organizational capacities, aligned with SDGs 4 and 10.
Colombia faces persistent territorial and ethnic gaps in access to, retention in, and cultural relevance of higher education, particularly among Indigenous communities such as the Wayúu people in the de-partment of La Guajira. Despite coverage improvements reported by the National Higher Education Information System, indicators reveal significant inequalities across municipalities and structural constraints associated with multidimensional poverty, low digital connectivity, and weak institutional coordination. The overall objective of this study is to analyze how higher education public policies in Colombia promote social innovation processes that contribute to the educational and community development of the Wayúu population. Accordingly, three specific objectives are proposed: to examine the framework and implementation of higher education public policies aimed at the inclusion and participation of Indigenous communities, with an emphasis on the Wayúu community; to identify social innovation initiatives and practices derived from higher education that have generated impacts on the quality of life and educational wellbeing of the Wayúu community; and to assess the factors that facilitate or constrain the effectiveness of public policies in promoting equitable and intercultural higher education for this population. Methodologically, the study adopts a descriptive– analytical qualitative approach, based on documentary analysis of national policies (2014–2024), a review of indexed literature (Scopus, WoS), and the design of semistructured interviews with community leaders, Indigenous students, and institutional actors. The research is currently under development; therefore, the results presented are preliminary and derive mainly from the documentary review. Initial findings suggest insufficient alignment between national policy and territorial implementation, low community participation in program design and evaluation, limited incorporation of social innovation approaches into intercultural education, and the absence of sustainable collaborative models tailored to the Wayúu context. Identified challenges include budget constraints, weak local institutional capacity, and cultural barriers that are not fully integrated into public planning. Next steps include the systematic application of interviews, the development of an integrative analytical model, and the formulation of proposals based on collaborative governance, intercultural platforms, community based educational entrepreneurship, and strengthening of local organizational capacities, aligned with SDGs 4 and 10.
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Palabras clave
Educación superior, Innovación social, Comunidad Wayúu, Políticas públicas
