Pertinencia educativa y desarrollo humano integral de escuelas inmersas en contextos sociales vulnerables
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Fecha
2022
Autores
Badillo Álvarez, Leonid Ilich
Vides Torres, Jonathan Wilmer
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Editor
Ediciones Universidad Simón Bolívar
Facultad de Ciencias Jurídicas y Sociales
Facultad de Ciencias Jurídicas y Sociales
Resumen
La presente investigación fue desarrollada en una institución educativa oficial, de modalidad técnico- agropecuaria, localizada en el corregimiento de Puerto Giraldo, jurisdicción de Ponedera, departamento del Atlántico (Colombia). A través de los diálogos abiertos con representantes de diversos sectores de la comunidad, fue posible conocer que la propuesta educativa de la institución en mención se encontraba de espaldas a las vivencias de los actores dentro del contexto de vulnerabilidad en que se encuentran, y que por lo tanto no responde a sus intereses, expectativas y necesidades, haciendo de ésta una escuela no-pertinente. El análisis de este panorama permitió concluir que era necesario crear de manera colectiva estrategias metodológicas que coadyuvaran a que desde la institución se generara pertinencia educativa y desarrollo humano integral, de tal manera que responda a la realidad de la comunidad y que siente las bases de una proyección socioeconómica que le dignifique. Para el alcance de este propósito, fue necesario plantear acciones conducentes a la identificación de las características que hacen de Puerto Giraldo un territorio socialmente vulnerable, a la caracterización de los aspectos institucionales que deben estar presentes en una propuesta educativa
pertinente, y a la cocreación de una ruta sistemática que hiciera posible la pertinencia educativa y el desarrollo humano integral en colegios inmersos en territorios susceptibles a ser vulnerados.
The present research was developed in an official technical- agricultural school located in Puerto Giraldo, Ponedera, Atlántico (Colombia). Open dialogues with representatives from several sectors of the community made it possible to understand that the educational proposal of the school mentioned above was standing with its back turned to the experiences of students, former students and parents, all of whom inhabit a socially vulnerable context; The fact that the educational proposal of the institution does not respond to the interests, expectations and needs of the community, makes the school a non- pertinent one. The analysis of this scenario led to the conclusion that it was necessary that the researchers and the community cocreate methodological strategies that help the school to be an educational pertinence and integral human development generator, in such a way that it respond to the reality of the community, and set the basis for a dignifying socioeconomic projection. To reach this purpose, it was necessary to propose actions leading to the identification of the characteristics that make Puerto Giraldo a socially vulnerable territory, to the characterization of the institutional aspects that must be present in a pertinent educational proposal, and to the co-creation of a systematic route that would make possible the educational pertinence and the integral human development in schools immersed in territories susceptible to be violated.
The present research was developed in an official technical- agricultural school located in Puerto Giraldo, Ponedera, Atlántico (Colombia). Open dialogues with representatives from several sectors of the community made it possible to understand that the educational proposal of the school mentioned above was standing with its back turned to the experiences of students, former students and parents, all of whom inhabit a socially vulnerable context; The fact that the educational proposal of the institution does not respond to the interests, expectations and needs of the community, makes the school a non- pertinent one. The analysis of this scenario led to the conclusion that it was necessary that the researchers and the community cocreate methodological strategies that help the school to be an educational pertinence and integral human development generator, in such a way that it respond to the reality of the community, and set the basis for a dignifying socioeconomic projection. To reach this purpose, it was necessary to propose actions leading to the identification of the characteristics that make Puerto Giraldo a socially vulnerable territory, to the characterization of the institutional aspects that must be present in a pertinent educational proposal, and to the co-creation of a systematic route that would make possible the educational pertinence and the integral human development in schools immersed in territories susceptible to be violated.
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Palabras clave
Cocreación, Pertinencia educativa, Vulnerabilidad, Desarrollo humano integral, Cocreation, Educational pertinence, Vulnerability, Integral human development
