Liderazgo del directivo docente en la gestión de estrategias para la acción socio transformadora desde una visión compleja, bioética y ecológica en una institución educativa pública de Cartagena de Indias
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Fecha
2025
Autores
Meléndez Banquez, Johnny
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Ediciones Universidad Simón Bolívar
Facultad de Ciencias Jurídicas y Sociales
Facultad de Ciencias Jurídicas y Sociales
Resumen
En este documento se exponen los hallazgos de la investigación titulada “Liderazgo
del Directivo Docente en la Gestión de Estrategias para la Acción Socio
Transformadora desde una Visión Compleja, Bioética y Ecológica en una Institución
Educativa Pública de Cartagena de Indias”. El objetivo fue construir colectivamente
con los actores sociales un proyecto de liderazgo y gestión educativa a partir de la
resignificación de las estrategias para desarrollar acciones socio transformadoras
desde una visión compleja, bioética y ecológica en la Institución Educativa John F.
Kennedy, ubicada en Cartagena. Los objetivos específicos estuvieron orientados a:
1. Reconocer los significados y sentidos que los actores sociales de la
comunidad educativa de la Institución John F. Kennedy les atribuyen a los procesos
de liderazgo y gestión educativa, desde una perspectiva compleja, bioética y
ecológica durante la fase de diagnóstico inicial de la investigación-acción.
2. Resignificar la perspectiva teórica y epistemológica del liderazgo y la gestión
educativa a partir de la acción dialógica con la comunidad para la promoción de
estrategias orientadas al desarrollo de acciones socio transformadoras desde una
visión compleja, bioética y ecológica a lo largo del proceso de construcción
conceptual colectiva.
3. Sistematizar las reflexiones hechas por los diferentes actores a partir del
religaje de los procesos de liderazgo y gestión educativa incorporando los saberes
de la comunidad educativa, con el fin de construir una base contextualizada para la
gestión de estrategias para la acción socio transformadora con una visión compleja,
bioética y ecológica.
4. Evaluar la viabilidad y coherencia de la propuesta construida colectivamente,
determinando su impacto potencial en la eficacia de estrategias socio
transformadoras de liderazgo y gestión educativa en la Institución John F. Kennedy,
desde una visión compleja, bioética y ecológica al final del ciclo de diseño de la
propuesta. Se adoptó una mirada ontológica desde la perspectiva de la complejidad,
comprendiendo la realidad como una red dinámica de interacciones intra e inter
dialógicas contextualizadas en el espacio socio antropológico cultural en el cual se
le atribuyen sentidos y significados subjetivos e intersubjetivos. La epistemología se
desarrolló desde una perspectiva sociocrítica como marco paradigmático, el método
de investigación acción participativa compleja, en correspondencia con las cuatro
fases observación, deconstrucción, reconstrucción y práctica-evaluación.
Participaron directivos, coordinadores, docentes, estudiantes, padres y
representantes de la comunidad. Como técnicas se utilizaron: observación, diálogo,
trabajo grupal, religación, entrevistas, notas de campo, ilación e iteración, análisis
documental, estadística descriptiva, la devolución sistemática al actor social. Los
datos recopilados fueron organizados en cuerpos textuales que sirvieron como base
para desarrollar categorías y mapas conceptuales con el propósito de sistematizar
la problemática, delimitarla y generar una propuesta orientada a la transformación.
La validez de la investigación se fundamenta en un proceso de devolución
sistemática, retornando las producciones textuales a los actores sociales
implicados, para su revisión y validación colectiva. El hallazgo sustantivo es una
propuesta emergente desde y con la comunidad, orientada a la construcción de un
liderazgo educativo para desarrollar la gestión de estrategias para la acción social
transformadora desde una visión compleja bioética y ecológica.
This document presents the findings of the research project entitled “Leadership of School Administrators in the Management of Strategies for Socio-Transformative Action from a Complex, Bioethical, and Ecological Perspective in a Public Educational Institution in Cartagena de Indias.” The objective was to collectively construct, with the social actors, a leadership and educational management project based on the reinterpretation of strategies for developing socio-transformative actions from a complex, bioethical, and ecological perspective at the John F. Kennedy Educational Institution, located in Cartagena. The specific objectives were oriented towards: 1.Recognizing the meanings and senses that the social actors of the John F. Kennedy Educational Institution community attribute to the processes of leadership and educational management, from a complex, bioethical, and ecological perspective, during the initial diagnostic phase of the action research 2. To redefine the theoretical and epistemological perspective of leadership and educational management through dialogical action with the community to promote strategies aimed at developing socio-transformative actions from a complex, bioethical, and ecological vision throughout the process of collective conceptual construction. 3. To systematize the reflections made by the different actors based on the relinking of leadership and educational management processes, incorporating the knowledge of the educational community, in order to build a contextualized basis for managing strategies for socio-transformative action with a complex, bioethical, and ecological visión 4. Evaluate the viability and coherence of the collectively constructed proposal, determining its potential impact on the effectiveness of socio-transformative leadership and educational management strategies at the John F. Kennedy Institution, from a complex, bioethical, and ecological perspective at the end of the proposal's design cycle. An ontological approach was adopted from the perspective of complexity, understanding reality as a dynamic network of intra and interdialogical interactions contextualized in the socio-anthropologicalcultural space in which subjective and intersubjective meanings are attributed. The epistemology was developed from a perspective Sociocritical theory as a paradigmatic framework, the method of complex participatory action research, corresponding to the four phases of observation, deconstruction, reconstruction, and practice-evaluation, was used. Participants included administrators, coordinators, teachers, students, parents, and community representatives. The techniques used were: observation, dialogue, group work, reconnection, interviews, field notes, linking and iteration, document analysis, descriptive statistics, and systematic feedback to the social actors. The collected data were organized into textual bodies that served as the basis for developing categories and conceptual maps with the purpose of systematizing the problem, delimiting it, and generating a proposal oriented toward transformation. The validity of the research is based on a process of systematic feedback, returning the textual productions to the social actors involved for their review and collective validation. The substantive finding is an emerging proposal from and with the community, oriented toward building educational leadership to develop the management of strategies for transformative social action from a complex bioethical and ecological perspective.
This document presents the findings of the research project entitled “Leadership of School Administrators in the Management of Strategies for Socio-Transformative Action from a Complex, Bioethical, and Ecological Perspective in a Public Educational Institution in Cartagena de Indias.” The objective was to collectively construct, with the social actors, a leadership and educational management project based on the reinterpretation of strategies for developing socio-transformative actions from a complex, bioethical, and ecological perspective at the John F. Kennedy Educational Institution, located in Cartagena. The specific objectives were oriented towards: 1.Recognizing the meanings and senses that the social actors of the John F. Kennedy Educational Institution community attribute to the processes of leadership and educational management, from a complex, bioethical, and ecological perspective, during the initial diagnostic phase of the action research 2. To redefine the theoretical and epistemological perspective of leadership and educational management through dialogical action with the community to promote strategies aimed at developing socio-transformative actions from a complex, bioethical, and ecological vision throughout the process of collective conceptual construction. 3. To systematize the reflections made by the different actors based on the relinking of leadership and educational management processes, incorporating the knowledge of the educational community, in order to build a contextualized basis for managing strategies for socio-transformative action with a complex, bioethical, and ecological visión 4. Evaluate the viability and coherence of the collectively constructed proposal, determining its potential impact on the effectiveness of socio-transformative leadership and educational management strategies at the John F. Kennedy Institution, from a complex, bioethical, and ecological perspective at the end of the proposal's design cycle. An ontological approach was adopted from the perspective of complexity, understanding reality as a dynamic network of intra and interdialogical interactions contextualized in the socio-anthropologicalcultural space in which subjective and intersubjective meanings are attributed. The epistemology was developed from a perspective Sociocritical theory as a paradigmatic framework, the method of complex participatory action research, corresponding to the four phases of observation, deconstruction, reconstruction, and practice-evaluation, was used. Participants included administrators, coordinators, teachers, students, parents, and community representatives. The techniques used were: observation, dialogue, group work, reconnection, interviews, field notes, linking and iteration, document analysis, descriptive statistics, and systematic feedback to the social actors. The collected data were organized into textual bodies that served as the basis for developing categories and conceptual maps with the purpose of systematizing the problem, delimiting it, and generating a proposal oriented toward transformation. The validity of the research is based on a process of systematic feedback, returning the textual productions to the social actors involved for their review and collective validation. The substantive finding is an emerging proposal from and with the community, oriented toward building educational leadership to develop the management of strategies for transformative social action from a complex bioethical and ecological perspective.
Descripción
Palabras clave
Liderazgo, Gestión educativa, Complejidad, IAPC
