El modelo de la alternancia y la desigualdad educativa territorial en la educación en Colombia

Abstract

This article aims to show the territorial educational inequality that exists in Colombia, especially in the context of the national health emergency due to the COVID-19 coronavirus, declared by resolution 385 of March 12, 2020 by the Ministry of Health and Social Protection and in accordance with what is stated in circular 20 of the Ministry of National Education, therefore, it is intended to problematize the "alternation model" proposed by the national government. This article aims to open options to rethink the subjects who go to school -students and teachers- as stated by Southwell (2014): “the multiple ways in which teaching subjects assume, live and think about their task, and the problems, challenges and utopians that arise around it” (p. 166). Therefore, the alternation model presents the possibility of a multidimensional relationship, and it is expected that this text will be a trigger for conversations between public policy makers and subjects who attend educational institutions as an opportunity to debate and understand "The social order" (Ranciere, 2018). In short, the route of this article raises a question to open dialogues in the educational system of the center and the periphery. What are those artifacts that will make it possible to pass on the non-egalitarian unreason ?, in terms of Ranciere (2018): domination forces men to protect themselves from each other, within a conventional order that cannot be reasonable because it is made only of the unreason of each one” (p. 134). The text was organized into two large sections. The first of them seeks to make a brief presentation that describes and geographically locates two municipalities in Colombia- Bogotá and Arauca-, apparently very dissimilar due to their extension and geographical location, which apply the same indicators that account for the hegemonic discourses that have been present in the Latin American continent and have undermined freedom in terms of Ranciere (2018): “it is more like comparing oneself, establishing social exchange as that trick of glory and contempt where each one receives superiority in counterpart of the inferiority that confesses. Thus, equality between reasonable beings wavers in social inequality” (p. 134). In a second section, it is proposed that alternation poses a measure from a univocal point of view, losing perspective on the richness that the social fabric of the education system in Colombia gives and puts on the table an opportunity to open different worlds and paths to comply with the school permanence and establishes a challenge for families, teachers, children and young people in the expansion of strategies in the key of the conception of justice as an ethical issue of Colombian society that does not lose sight of the educability capable of producing developments according to the unique characteristics of the subjects (Martinis, 2016).

Topics & Concepts