Políticas para la educación ciudadana: Una mirada desde las prácticas de integración social de jóvenes de escuelas oficiales en Ciudad Bolívar, Bogotá
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Blanco Llanos, Allison Samantha
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El presente estudio presenta una caracterización de la estructura, desarrollo y efectos de la implementación de las políticas públicas para la educación ciudadana en las prácticas de integración social de los jóvenes de tres escuelas oficiales de la localidad de Ciudad Bolívar: José María Vargas Vila, José Jaime Rojas y Fanny Mikey. A partir de la aplicación de técnicas como la entrevista semiestructurada y la observación participante con directivos docentes, docentes y jóvenes estudiantes de los grados décimo y undécimo de las escuelas seleccionadas, fue posible reconocer que no existen efectos directamente relacionados entre la implementación de las políticas públicas y los procesos de educación ciudadana que se desarrollan. Igualmente, aparece la categoría contracultura escolar como fundamental para el análisis de los procesos de integración social que se generan entre los jóvenes participantes del estudio dentro de la estructura escolar. Finalmente, se resaltan algunos elementos que se considera relevantes para el diseño de políticas públicas para la educación ciudadana que incluyen a la integración social y aspectos principales del contexto de las escuelas objeto de estudio.
Abstract: This study presents a characterization of the structure, development and effects of the implementation of public policies for citizenship education in the social integration practices of young people from three official schools in the city of Ciudad Bolívar: José María Vargas Vila, José Jaime Rojas and Fanny Mikey. Based on the application of techniques such as the semi-structured interview and participant observation with teaching directors, teachers and young students of the tenth and eleventh grades of the selected schools, it was possible to recognize that there are no directly related effects between the implementation of public policies and the processes of citizen education that are developed. Likewise, the school counterculture category appears as fundamental for the analysis of the processes of social integration that are generated among the young participants of the study within the school structure. Finally, some elements that are considered relevant for the design of public policies for citizenship education that include social integration and main aspects of the context of the schools under study are highlighted.
Abstract: This study presents a characterization of the structure, development and effects of the implementation of public policies for citizenship education in the social integration practices of young people from three official schools in the city of Ciudad Bolívar: José María Vargas Vila, José Jaime Rojas and Fanny Mikey. Based on the application of techniques such as the semi-structured interview and participant observation with teaching directors, teachers and young students of the tenth and eleventh grades of the selected schools, it was possible to recognize that there are no directly related effects between the implementation of public policies and the processes of citizen education that are developed. Likewise, the school counterculture category appears as fundamental for the analysis of the processes of social integration that are generated among the young participants of the study within the school structure. Finally, some elements that are considered relevant for the design of public policies for citizenship education that include social integration and main aspects of the context of the schools under study are highlighted.