Un ecosistema social que vincula los espacios y mecanismos de la participación local y escolar para la formación de ciudadanos: la experiencia del modelo Escuelas Felices Integrales (EFI)
Fecha
2020
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Universidad Antonio Ruiz de Montoya
Resumen
La presente investigación de carácter exploratorio comprende el desarrollo de la participación de la escuela y la localidad durante la implementación del proyecto “Escuelas Felices Integrales” (EFI) en Ventanilla bajo dos concepciones: democracia radical (Mouffe,1992) y de democracia participativa (Cohen, 1997) las cuales ayudan a posicionar la importancia de mirar a la Institución Educativa como espacio de formación ciudadana. En ese sentido, se asume la “participación auténtica” de Anderson (2001) para analizar las relaciones entre la escuela y la localidad en el marco de EFI; y, el de la “participación real” de Hart (1993) para identificar en qué medida se logra que la actuación de los miembros sea real tanto al interior de la escuela como en la comunidad. Dicho eso, se busca responder a tres objetivos i) identificar los grados de participación auténtica de los actores involucrados en la experiencia EFI de Ventanilla; ii) analizar las limitaciones y potencialidades de la participación escolar y local; iii) limitaciones que dificultaron la vinculación necesaria entre la escuela y la localidad para afianzar la participación y el ejercicio de la ciudadanía. Dicho eso, el vínculo de escuela y localidad como ecosistema social (Cieza, 2010) que esta tesis sostiene, se basa en concebirla como una Institución que esté de puertas abiertas a la comunidad, dado que es un espacio de socialización y de cambio político en los actores. Ello a fin de que la actuación ciudadana de los estudiantes se aprenda y se ejerza desde la escuela.
The present exploratory research includes the development of the participation of the school and the locality during the implementation of the project “Escuelas Felices Integrales” (EFI) in Ventanilla under two concepts: radical democracy (Mouffe, 1992) and participatory democracy (Cohen, 1997). Those concepts help to understand the importance of looking at the Educational Institution as a space for citizen training. To do this, Anderson's (2001) “authentic participation” is assumed to analyze the relationships between the school and the locality in the EFI framework; "real participation" which helps to identify the extent to which the performance of the members is achieved both within the school and in the community. Having said that, it seeks to respond to three objectives: i)identify the degrees of authentic participation of the actors involved in the EFI experience of Ventanilla; ii) analyze the limitations and potentialities of school and local participation; iii) limitations that made it difficult to establish the necessary link between the school and the locality in order to strengthen participation and the exercise of citizenship. That said, the link between school and locality as a social ecosystem (Cieza, 2010) that this thesis supports, is based on conceiving it as an Institution that is open to the community, since it is a space for socialization and political change in actors. This in order that the citizenship of the students is learned and exercised from the school.
The present exploratory research includes the development of the participation of the school and the locality during the implementation of the project “Escuelas Felices Integrales” (EFI) in Ventanilla under two concepts: radical democracy (Mouffe, 1992) and participatory democracy (Cohen, 1997). Those concepts help to understand the importance of looking at the Educational Institution as a space for citizen training. To do this, Anderson's (2001) “authentic participation” is assumed to analyze the relationships between the school and the locality in the EFI framework; "real participation" which helps to identify the extent to which the performance of the members is achieved both within the school and in the community. Having said that, it seeks to respond to three objectives: i)identify the degrees of authentic participation of the actors involved in the EFI experience of Ventanilla; ii) analyze the limitations and potentialities of school and local participation; iii) limitations that made it difficult to establish the necessary link between the school and the locality in order to strengthen participation and the exercise of citizenship. That said, the link between school and locality as a social ecosystem (Cieza, 2010) that this thesis supports, is based on conceiving it as an Institution that is open to the community, since it is a space for socialization and political change in actors. This in order that the citizenship of the students is learned and exercised from the school.
Descripción
Palabras clave
Ciencia política, Relación escuela-comunidad, Participación ciudadana, Democracia directa, Educación
Citación
Lucchetti, S. (2020). Un ecosistema social que vincula los espacios y mecanismos de la participación local y escolar para la formación de ciudadanos : la experiencia del modelo Escuelas Felices Integrales (EFI) [Tesis de pregrado, Universidad Antonio Ruiz de Montoya]. Repositorio Institucional UARM. https://hdl.handle.net/20.500.12833/2221