Representaciones sociales sobre calidad educativa de docentes y directivos docentes de instituciones oficiales de educación básica y media del distrito de Cartagena
More than two decades after the enactment of the General Education Law (115 of 1994), and two decennial plans (1996-2005 and 2006-2015); each educational agent understands educational quality in a different way, even if it seems to be a common goal. The result: a country unhappy with its educational...
| Autor Principal: | Rodríguez Maturana, Augusto César |
|---|---|
| Otros Autores: | Meza Guazo, Francisco Javier |
| Formato: | info:eu-repo/semantics/masterThesis |
| Idioma: | spa |
| Publicado: |
Educación, Ciencias Humanas y Sociales
2018
|
| Materias: | |
| Acceso en línea: |
http://hdl.handle.net/10819/6209 |
| Etiquetas: |
Agregar Etiqueta
Sin Etiquetas, Sea el primero en etiquetar este registro!
|
| Sumario: |
More than two decades after the enactment of the General Education Law (115 of 1994), and two decennial plans (1996-2005 and 2006-2015); each educational agent understands educational quality in a different way, even if it seems to be a common goal. The result: a country unhappy with its educational system. In this sense, from the process stream (Denise Jodelet, 1986), under a qualitative approach, and epistemologically grounded in the interpretive-hermeneutic paradigm, the Social Representations on Educational Quality that have the school agents (Teachers and Executives) of Institutions were investigated. Official Educational Basic and Middle Education in the District of Cartagena de Indias (Colombia), within the framework of the
educational policy of the Ministry of National Education, using as a methodological strategy the multi-case study; including the design and application of different information gathering techniques to sixty-six (66) participants: questionnaire, Jacobi letter and semi-structured interview; analyzing the information from the founded theory (Glasser and Strauss, 1967). The analysis differentiates ten (10) focuses on which they construct their representation, supported in three axes (evidence, means, and context or functional);
evidencing the majority a positive orientation (favorable) towards the term Educational Quality, but negative (unfavorable) towards the ministerial proposal. Finally, without pretending to find causal relationships, and following BergerLuckmann (2001), differentiating elements are proposed that can drive policies based on the opportunity that each educational institution has according to its interrelation with the context, starting from what really It is feasible, according to its potential: its reality! |
|---|