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The unique school day policy: the referents and the experience of a district educational institution

LA POLÍTICA DE JORNADA ÚNICA ESCOLAR: LOS REFERENTES Y LA EXPERIENCIA DE UNA INSTITUCIÓN EDUCATIVA DISTRITAL



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Bocanegra Acosta, H., & Huertas Bustos, A. P. (2018). The unique school day policy: the referents and the experience of a district educational institution. The Republican Journal, 25, 199-240. https://ojs.urepublicana.edu.co/index.php/revistarepublicana/article/view/491

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Henry Bocanegra Acosta
    Adriana Patricia Huertas Bustos

      Henry Bocanegra Acosta,

      Doctor en Sociología Jurídica e Instituciones Políticas, de la Universidad Externado de Colombia. Especialista y magíster en Administración Pública, Escuela Superior de Administración Pública (ESAP). Abogado de la Universidad Libre. Licenciado en Ciencias de la Educación –especialidad sociales–. Maestrante en Educación de la Universidad  Antonio Nariño. Docente investigador de la Universidad Libre, Grupo de Investigaciones Socio Jurídicas (GISJ); docente de la Corporación Universitaria Republicana. Investigador asociado Colciencias.


      Adriana Patricia Huertas Bustos,

      Doctora en educación y magíster en Tecnologías de la Información Aplicadas a la Educación, de la Universidad Pedagógica Nacional, UPN (Bogotá D. C.). Licenciada en Química. Directora Investigación (UDCII), Facultad de Educación de la Universidad Antonio Nariño. Investigadora asociada Colciencias.


      Article product of study on the public educational policy of a single day at the preschool, basic and middle levels. The objective of this research was to assess the guidelines of the aforementioned public policy and its main legal and regulatory developments, as well as to evaluate the experience of a district educational institution regarding these issues, through the application of an instrument constructed and validated by criteria of experts. The research problem is concretized in some problematizing questions: From what political, discursive and juridical reference has been tried to implement the educational policy of a
      single school day in Colombia and what tensions could be generated in that process? And how is the process of implementing the single school day perceived by the basic levels of an official educational institution at the preschool, elementary and middle school levels? It is a work that was developed from two methodological perspectives, a first part of documentary historical character and a second one of quantitative order that arises from the statistical analysis product of the application of a survey with 45 Likert scale items. From there it was possible to conclude that despite the legal developments the single day as a pedagogical action has generated tensions that have involved teachers especially, who question the procedures and implementation conditions and offer alternatives that allow their development in terms of dignity and relevance for the educational communities.

      DOI: http://dx.doi.org/10.21017/Rev.Repub.2018.v25.a56


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