Análisis de las estrategias de inclusión en el acceso a la educación superior en jóvenes víctimas del reclutamiento forzado en Tibú durante el periodo 2023-2025
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Fecha
2025
Autores
Albarracin Vega, Brenda Camila
Márquez Valderrama, Jessica Paola
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Ediciones Universidad Simón Bolívar
Facultad de Ciencias Jurídicas y Sociales
Facultad de Ciencias Jurídicas y Sociales
Resumen
El presente estudio analiza las estrategias de inclusión en la educación superior dirigidas a las jóvenes víctimas del reclutamiento forzado durante el período 2023-2025 en el municipio de Tibú, una de las zonas históricamente más afectadas por el conflicto armado en Colombia.
La metodología se desarrolló bajo un enfoque cualitativo y un paradigma interpretativo, reconociendo que el fenómeno del reclutamiento forzado y sus efectos en la educación no pueden comprenderse únicamente a partir de cifras, sino también mediante la interpretación de normas, políticas públicas e informes institucionales. Para ello se empleó un diseño de tipo documental, utilizando como técnica el análisis documental y como instrumento una matriz de análisis, lo cual permitió clasificar y relacionar los contenidos en normativas, informes de entidades oficiales, investigaciones previas y planes de desarrollo.
Los resultados muestran que, al examinar las estrategias de inclusión en la educación superior dirigidas a jóvenes víctimas del reclutamiento forzado, se destaca como principal mecanismo Fondo de Reparación para el Acceso, Permanencia y Graduación en Educación Superior (2013), mediante el cual se crearon créditos condonables del ICETEX en cumplimiento de la Ley 1448 de 2011 para facilitar el ingreso de las víctimas del conflicto armado a la educación superior.
Se concluye que, si bien existen políticas públicas orientadas a garantizar la inclusión educativa de la población víctima, su implementación en Tibú es limitada. Las estrategias parecen ejecutarse de manera general en el departamento de Norte de Santander, sin evidencia de una aplicación directa y efectiva en el territorio estudiado
This study analyzes the higher education inclusion strategies aimed at young victims of forced recruitment during the period 2023-2025 in the municipality of Tibú, one of the areas historically most affected by the armed conflict in Colombia. The methodology was developed under a qualitative approach and an interpretive paradigm, recognizing that the phenomenon of forced recruitment and its effects on education cannot be understood solely from statistics, but also through the interpretation of regulations, public policies, and institutional reports. To this end, a documentary design was employed, using document analysis as the technique and an analysis matrix as the instrument, which allowed for the classification and correlation of content in regulations, reports from official entities, previous research, and development plans. The results show that, when examining higher education inclusion strategies aimed at young victims of forced recruitment, the main mechanism is the Reparation Fund for Access, Retention, and Graduation in Higher Education (2013), through which ICETEX created forgivable loans in compliance with Law 1448 of 2011 to facilitate the entry of victims of the armed conflict into higher education. It is concluded that, although public policies exist to guarantee the educational inclusion of the victim population, their implementation in Tibú is limited. The strategies appear to be implemented generally in the department of Norte de Santander, without evidence of direct and effective application in the studied area.
This study analyzes the higher education inclusion strategies aimed at young victims of forced recruitment during the period 2023-2025 in the municipality of Tibú, one of the areas historically most affected by the armed conflict in Colombia. The methodology was developed under a qualitative approach and an interpretive paradigm, recognizing that the phenomenon of forced recruitment and its effects on education cannot be understood solely from statistics, but also through the interpretation of regulations, public policies, and institutional reports. To this end, a documentary design was employed, using document analysis as the technique and an analysis matrix as the instrument, which allowed for the classification and correlation of content in regulations, reports from official entities, previous research, and development plans. The results show that, when examining higher education inclusion strategies aimed at young victims of forced recruitment, the main mechanism is the Reparation Fund for Access, Retention, and Graduation in Higher Education (2013), through which ICETEX created forgivable loans in compliance with Law 1448 of 2011 to facilitate the entry of victims of the armed conflict into higher education. It is concluded that, although public policies exist to guarantee the educational inclusion of the victim population, their implementation in Tibú is limited. The strategies appear to be implemented generally in the department of Norte de Santander, without evidence of direct and effective application in the studied area.
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Palabras clave
Conflicto armado, Deserción escolar, Educación superior, Inclusión, Reclutamiento forzado
