Instituciones educativas de frontera: Una mirada desde la gestion educativa

Abstract

The research Border institutions: a view from educational management makes an academic tracing, glimpsing some tensions and gaps that show the need to analyze and reflect about the processes that are implemented in educational institutions of the border. In this context, problems arise at the level of management because the emphasis is in the administrative aspect and the community processes are unknown, among them the inclusion, because ethnic diversity is not addressed; multicultural curriculum, because specific knowledge of minorities is overcrowded and it is not taken into account; teacher training, because it depends to the curricular aspect without taking into account the cultural diversity; and finally, educational public policy, because it does not address local needs. Consequently, under this overview the following question arises: what kind of educational management processes have characterized the education between 2010 and 2020 at the institutions of the border? From this perspective, the research intends to carry out a documentary analysis of educational public policies and Institutional Educational Projects; understanding the perceptions of the members of the educational community about the processes that are implemented with respect to educational management, inclusion of diversity, pedagogical practices in border municipalities, public policies and teacher training, and also interpreting these transformations and the processes that arise in them, in the light of official documents and views of the educational community in the period between 2010 and 2020. The research is approached from the qualitative paradigm, taking as a fundamental element the social reality experienced by managers, teachers and the community, to carry out an analysis and an exhaustive reflection of the management in educational institutions of the border. The hermeneutical approach allows to understand the processes that are implemented, and it is an input to make management proposals that adjust to the needs and specificities of the educational communities at the border.