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
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-Vian...
| Autor Principal: | Bernal Muñoz, César Humberto |
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| Otros Autores: | Cano Flórez, Ayen Jaime, Lancheros Villamil, Nuvia Leonor |
| Formato: | info:eu-repo/semantics/masterThesis |
| Idioma: | spa |
| Publicado: |
Universidad de La Salle. Facultad de Ciencias de la educación. Maestría en Docencia (incluye Maestría en Docencia - CESMAG).
2017
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| Materias: | |
| Acceso en línea: |
http://hdl.handle.net/10185/18904 |
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| Sumario: |
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.
Keywords: Humanism, humanist training, skills development, inclusion and public policy. |
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