Críticas a la adopción de políticas de calidad de la educación en Colombia
This research article analyzes the adoption of the efficiency model of quality in the context of education, identifying the argument that makes this quality an action constant (uncritical) of the educational system. Following the proposal of multilateral organizations that insist on the adoption of...
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2018
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| Online Access: | https://dialnet.unirioja.es/servlet/oaiart?codigo=7830144 |
| Source: | Revista Criterio Libre Jurídico, ISSN 1794-7200, Vol. 15, Nº. 2, 2018 (Ejemplar dedicado a: Revista Criterio Libre Juridico), pags. 17-26 |
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Revista Criterio Libre Jurídico, ISSN 1794-7200, Vol. 15, Nº. 2, 2018 (Ejemplar dedicado a: Revista Criterio Libre Juridico), pags. 17-26
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Sistemas educativos
Latinoamérica organismos multilaterales Educational systems Latin America multilateral organizations Sistemas educacionais América Latina organizações multilaterais |
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Sistemas educativos
Latinoamérica organismos multilaterales Educational systems Latin America multilateral organizations Sistemas educacionais América Latina organizações multilaterais Nieto Gómez, Libia Esperanza Críticas a la adopción de políticas de calidad de la educación en Colombia |
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This research article analyzes the adoption of the efficiency model of quality in the context of education, identifying the argument that makes this quality an action constant (uncritical) of the educational system. Following the proposal of multilateral organizations that insist on the adoption of the concept of quality through the overcoming of its economic approach, it is emphasized in the Colombian case, without losing sight of the fact that the commercialization of education is a world trend and that especially in America Latina should look critically. It was found that the end of quality (regardless of the way it is present) is to respond to the globalizing paradigm of education and that while this is the view of the Latin American educational policy, it will be perpetuating the hegemony of international organizations over its education system. It is concluded that other logics are required to think about education in Latin America that involve intercultural and interscientific dialogue.
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Article
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| author |
Nieto Gómez, Libia Esperanza
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| author_facet |
Nieto Gómez, Libia Esperanza
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| author_sort |
Nieto Gómez, Libia Esperanza
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| title |
Críticas a la adopción de políticas de calidad de la educación en Colombia
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| title_short |
Críticas a la adopción de políticas de calidad de la educación en Colombia
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| title_full |
Críticas a la adopción de políticas de calidad de la educación en Colombia
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| title_fullStr |
Críticas a la adopción de políticas de calidad de la educación en Colombia
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| title_full_unstemmed |
Críticas a la adopción de políticas de calidad de la educación en Colombia
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| title_sort |
críticas a la adopción de políticas de calidad de la educación en colombia
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| publishDate |
2018
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https://dialnet.unirioja.es/servlet/oaiart?codigo=7830144
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1709755177889693696
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dialnet-ar-18-ART00014704892021-08-11Críticas a la adopción de políticas de calidad de la educación en ColombiaNieto Gómez, Libia EsperanzaSistemas educativosLatinoaméricaorganismos multilateralesEducational systemsLatin Americamultilateral organizationsSistemas educacionaisAmérica Latinaorganizações multilateraisThis research article analyzes the adoption of the efficiency model of quality in the context of education, identifying the argument that makes this quality an action constant (uncritical) of the educational system. Following the proposal of multilateral organizations that insist on the adoption of the concept of quality through the overcoming of its economic approach, it is emphasized in the Colombian case, without losing sight of the fact that the commercialization of education is a world trend and that especially in America Latina should look critically. It was found that the end of quality (regardless of the way it is present) is to respond to the globalizing paradigm of education and that while this is the view of the Latin American educational policy, it will be perpetuating the hegemony of international organizations over its education system. It is concluded that other logics are required to think about education in Latin America that involve intercultural and interscientific dialogue.Este artigo de pesquisa analisa a adoção do modelo de eficiência da qualidade no contexto da educação, identificando o argumento que torna essa qualidade uma ação constante (não-crítica) do sistema educacional. Seguindo a proposta das organizações multilaterais que insistem na adoção do conceito de qualidade, superando a sua abordagem económica enfatiza o caso colombiano, sem perder de vista a mercantilização da educação é uma tendência mundial e especialmente na América Latina deve olhar criticamente. Verificou-se que, a fim de qualidade (independentemente do aspecto com o qual este) é responder à globalização de paradigma educacional e que enquanto este é o olhar da política educacional da América Latina, vai perpetuando assim a hegemonia das organizações internacionais em seu sistema educativo. Conclui-se que outras lógicas são necessárias para pensar a educação na América Latina que envolva o diálogo intercultural e interscientífico.Este artículo de investigación analiza la adopción del modelo eficientista de calidad en el contexto de la educación, identificando el argumento que hace de esta cualidad una constante de acción (acrítica) del sistema educativo. Siguiendo la propuesta de organizaciones multilaterales que insisten en la adopción del concepto de calidad mediante la superación de su enfoque económico, se enfatiza en el caso colombiano, sin perder de vista que la mercantilización de la educación es una tendencia mundial y que sobre todo en América Latina debe mirarse críticamente. Se encontró que el fin de la calidad (independientemente del cariz con el que se presente) es responder al paradigma globalizante de educación y que mientras esta sea la mirada de la política educativa latinoamericana, se estará perpetuando con ello la hegemonía de organismos internacionales sobre su sistema educativo. Se concluye que se requieren otras lógicas para pensar la educación en América Latina que involucren el diálogo intercultural e intercientífico.2018text (article)application/pdfhttps://dialnet.unirioja.es/servlet/oaiart?codigo=7830144(Revista) ISSN 1794-7200Revista Criterio Libre Jurídico, ISSN 1794-7200, Vol. 15, Nº. 2, 2018 (Ejemplar dedicado a: Revista Criterio Libre Juridico), pags. 17-26spaLICENCIA DE USO: Los documentos a texto completo incluidos en Dialnet son de acceso libre y propiedad de sus autores y/o editores. Por tanto, cualquier acto de reproducción, distribución, comunicación pública y/o transformación total o parcial requiere el consentimiento expreso y escrito de aquéllos. Cualquier enlace al texto completo de estos documentos deberá hacerse a través de la URL oficial de éstos en Dialnet. Más información: https://dialnet.unirioja.es/info/derechosOAI | INTELLECTUAL PROPERTY RIGHTS STATEMENT: Full text documents hosted by Dialnet are protected by copyright and/or related rights. This digital object is accessible without charge, but its use is subject to the licensing conditions set by its authors or editors. Unless expressly stated otherwise in the licensing conditions, you are free to linking, browsing, printing and making a copy for your own personal purposes. All other acts of reproduction and communication to the public are subject to the licensing conditions expressed by editors and authors and require consent from them. Any link to this document should be made using its official URL in Dialnet. More info: https://dialnet.unirioja.es/info/derechosOAI
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