Desarrollo de capacidades en la política educativa volver a la escuela: aceleración secundaria en las instituciones educativas distritales Carlos Arango Vélez y el Cortijo-Vianey
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Fecha
2016
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Universidad de La Salle. Facultad de Ciencias de la Educación. Maestría en Docencia
Descripción
El trabajo de investigación, tuvo como propósito identificar los factores, oportunidades y limitaciones que favorecieron el desarrollo de capacidades en la implementación de la Política Pública del programa Volver a la escuela: aceleración secundaria, en las Instituciones Educativas El Cortijo – Vianey y Carlos Arango Vélez de las localidades de Usme y Kennedy respectivamente. Para conseguir esta meta y de acuerdo al enfoque cualitativo de la investigación, se decidió por el método de estudio de caso múltiple, el cual permitió realizar una comparación de la implementación del programa en las dos instituciones, a partir de espacios de diálogo creados al inicio de la implementación de la estrategia. Con las técnicas de la entrevista semiestructurada, los grupos focales y el análisis documental se obtuvo un acercamiento fraternal con los docentes, estudiantes y coordinadores del programa. En el análisis de la información se utilizó la técnica de análisis de contenido y una adaptación de los filtros de destilar la información. Se evidenció que la Política siendo una, se manifiesta e implementa de acuerdo a las particularidades y autonomía del contexto de cada Institución; así mismo, los factores que favorecen el desarrollo de capacidades fueron: liderazgo y compromiso, adaptaciones pedagógicas, recursos y trabajo en equipo. Por último el programa genera oportunidades para el desarrollo de capacidades a través del compromiso de padres y docentes, la ampliación del horizonte de expectativa y el reconocimiento del programa, a su vez las limitaciones se manifiestan por la estigmatización e injusticias hacia los estudiantes del programa, la precariedad de los recursos y las diferencias entre el aula de aceleración y el aula regular que dificulta la adaptación de los estudiantes
The research work was aimed to identify factors, opportunities and constraints that favor the development of skills through the implementation of the public policy supported by the program named “Back to School: Basic Secondary Education Acceleration” in the educational institutions: El Cortijo-Vianey and Carlos Arango Vélez, located in Usme and Kennedy locations, respectively. The method of multiple case study was selected to achieve this goal, according to the qualitative research approach, which allowed a comparison of the program implementation in both institutions, starting from the information collected in dialogue spaces created at the beginning of the implementation of the strategy. Through the application of semistructured interview, focal groups and documentary analysis techniques a fraternal approach among teachers, students and program coordinators was afford. For analyzing the information, the content analysis technique and an adaptation of the filters to refine the information were used. It was evident that the policy being one itself has different ways to be manifested and implemented, according to the specificities and autonomy of the context of each institution; likewise the factors that favor the development of skills were: leadership and commitment, pedagogical adaptations, resources and teamwork. Finally, the program creates opportunities for the development of skills through the engagement of parents and teachers, the extension of the forecast of expectation and recognition of the program; in turn, limitations are manifested by stigmatization and injustice towards the students of the program, the precariousness of resources and the differences between acceleration and regular classrooms, which difficult the adaption of the students to the program.
The research work was aimed to identify factors, opportunities and constraints that favor the development of skills through the implementation of the public policy supported by the program named “Back to School: Basic Secondary Education Acceleration” in the educational institutions: El Cortijo-Vianey and Carlos Arango Vélez, located in Usme and Kennedy locations, respectively. The method of multiple case study was selected to achieve this goal, according to the qualitative research approach, which allowed a comparison of the program implementation in both institutions, starting from the information collected in dialogue spaces created at the beginning of the implementation of the strategy. Through the application of semistructured interview, focal groups and documentary analysis techniques a fraternal approach among teachers, students and program coordinators was afford. For analyzing the information, the content analysis technique and an adaptation of the filters to refine the information were used. It was evident that the policy being one itself has different ways to be manifested and implemented, according to the specificities and autonomy of the context of each institution; likewise the factors that favor the development of skills were: leadership and commitment, pedagogical adaptations, resources and teamwork. Finally, the program creates opportunities for the development of skills through the engagement of parents and teachers, the extension of the forecast of expectation and recognition of the program; in turn, limitations are manifested by stigmatization and injustice towards the students of the program, the precariousness of resources and the differences between acceleration and regular classrooms, which difficult the adaption of the students to the program.
Palabras clave
Política pública - Investigaciones - Bogotá (Colombia), Política y educación - Investigaciones - Bogotá (Colombia), Humanismo - Enseñanza - Escuelas - Bogotá (Colombia)