El proyecto global de vida: hacia la construcción de una perspectiva epistemológica etnoeducativa afrocolombiana de la administración educativa
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Fecha
2024
Autores
Hoyos Pernett, Ricardo Elías
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Ediciones Universidad Simón Bolívar
Facultad de Ciencias Jurídicas y Sociales
Facultad de Ciencias Jurídicas y Sociales
Resumen
La falta de una perspectiva etnoeducativa afrocolombiana diferenciada en el marco de la
administración educativa, es el problema praxiológico que surge alrededor del proyecto
global de vida o PGV, una reflexión que integra elementos de la legislación afrocolombiana
surgida alrededor de la Constitución Política de Colombia de 1991, la Ley 70 de 1993, la
Ley 115 de 1994 y el decreto 804 de 1995, dentro del ordenamiento legal que acoge los
pactos internacionales del Estado colombiano como el Convenio 169 de la Organización
Internacional del trabajo – OIT- así como la Declaración de San José de Costa Rica
(Arbeláez & Vélez, 2008) y el documento de Durban del año 2002 contra toda forma de
discriminación racial. Metodológicamente la tesis se sustenta en el modelo epistémico del
pragmatismo sociologista y el pensamiento sociocrítico de Orlando Fals Borda y Paulo
Freire, alrededor del concepto proyecto global de vida o PGV, en el cual la administración
etnoeducativa se propone como ejercicio democrático que surge de la revisión de las
cosmovisiones en contextos específicos y situados, siguiendo lineamientos curriculares de
integralidad, diversidad lingüística, autonomía y participación comunitaria, posturas
epistémicas totalmente opuestas al modelo neoliberal de la gerencia. Para ello, esta tesis
doctoral se detiene en el lugar de la planeación escolar de conformidad con el decreto 804
de 1995, que reglamenta a la Ley 70 de 1993 y a la Ley 115 de 1994. Hecho ese ejercicio,
se ponen en discusión de acuerdo con el método del análisis crítico del discurso, los
aspectos ontológicos, antropológicos, axiológicos y teleológicos alrededor de referentes
conceptuales como PGV, perspectiva etnoeducativa afrocolombiana, pensamiento propio,
educación intercultural, áreas de gestión y planeación escolar. Para ello se parte de dos
corrientes epistémicas emancipadoras, las epistemologías del sur y las pedagogías
decoloniales.
The lack of a differentiated Afro-Colombian ethno-educational perspective within the framework of educational administration is the praxiological problem that arises around the global life project or PGV, a reflection that integrates elements of Afro-Colombian legislation that emerged around the Political Constitution of Colombia of 1991. , Law 70 of 1993, Law 115 of 1994 and Decree 804 of 1995, within the legal system that includes the international agreements of the Colombian State such as Convention 169 of the International Labor Organization - ILO - as well as the Declaration of San José from Costa Rica (Arbeláez & Vélez, 2008) and the 2002 Durban document against all forms of racial discrimination. Methodologically, the thesis is based on the epistemic model of sociologist pragmatism and the sociocritical thought of Orlando Fals Borda and Paulo Freire, around the concept of a global life project or PGV, in which the ethno-educational administration is proposed as a democratic exercise that arises from the review of worldviews in specific and situated contexts, following curricular guidelines of integrality, linguistic diversity, autonomy and community participation, epistemic positions totally opposed to the neoliberal model of management. For this, this doctoral thesis stops at the place of school planning in accordance with Decree 804 of 1995, which regulates Law 70 of 1993 and Law 115 of 1994. After this exercise, they are discussed in accordance with the method of critical discourse analysis, ontological, anthropological, axiological and teleological aspects around conceptual referents such as PGV, Afro-Colombian ethno-educational perspective, own thought, intercultural education, management areas and school planning. For this, we start from two emancipatory epistemic currents, the epistemologies of the south and the decolonial pedagogies.
The lack of a differentiated Afro-Colombian ethno-educational perspective within the framework of educational administration is the praxiological problem that arises around the global life project or PGV, a reflection that integrates elements of Afro-Colombian legislation that emerged around the Political Constitution of Colombia of 1991. , Law 70 of 1993, Law 115 of 1994 and Decree 804 of 1995, within the legal system that includes the international agreements of the Colombian State such as Convention 169 of the International Labor Organization - ILO - as well as the Declaration of San José from Costa Rica (Arbeláez & Vélez, 2008) and the 2002 Durban document against all forms of racial discrimination. Methodologically, the thesis is based on the epistemic model of sociologist pragmatism and the sociocritical thought of Orlando Fals Borda and Paulo Freire, around the concept of a global life project or PGV, in which the ethno-educational administration is proposed as a democratic exercise that arises from the review of worldviews in specific and situated contexts, following curricular guidelines of integrality, linguistic diversity, autonomy and community participation, epistemic positions totally opposed to the neoliberal model of management. For this, this doctoral thesis stops at the place of school planning in accordance with Decree 804 of 1995, which regulates Law 70 of 1993 and Law 115 of 1994. After this exercise, they are discussed in accordance with the method of critical discourse analysis, ontological, anthropological, axiological and teleological aspects around conceptual referents such as PGV, Afro-Colombian ethno-educational perspective, own thought, intercultural education, management areas and school planning. For this, we start from two emancipatory epistemic currents, the epistemologies of the south and the decolonial pedagogies.
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Palabras clave
Administración educativa, Áreas de gestión, Educación intercultural, Etnoeducación, Gerencia educativa, Planeación escolar, PGV, Afro-Colombian ethnoeducation, Educational management, Intercultural education, Management areas, PGV, School planning
