Las competencias ciudadanas como factor integrador en el contexto social en la Institución Educativa Agropecuaria Gustavo Posada de Istmina-Chocó

Abstract

The school, as a space for socialization, has taken charge of training processes that include the acquisition of citizenship competencies. At present, educational institutions must bet on projects that allow the establishment and development of harmonious socio-cultural environments, where competencies such as tolerance, adequate conflict resolution, recognition of differences, experience of democracy and others, find affective and effective ways of community realization. The objective of this research exercise was to analyze the curriculum of the Gustavo Posada Agricultural and Livestock Educational Institution of Istmina-Chocó (IEAGP) in relation to the implementation of training in citizenship competencies, by way of a diagnosis as a resource to nurture the institutional improvement processes, carried out in the self-evaluation processes and the development of its Institutional Improvement Plan (PMI, for its acronym in Spanish). From an interpretative approach, a methodology was constructed based on the documentary analysis of the Institutional Educational Project, the Institutional Improvement Plan and the school's curriculum as theoretical inputs; in addition to applying a series of interviews to teachers linked to the formative process in citizenship competencies, in order to infer the possible opportunities for improvement in this institutional aspect. The result that was achieved was a diagnosis and proposal on how to link citizenship competencies in the curriculum of the IEAGP. One of the most important conclusions was to highlight the importance of promoting citizenship competencies to broaden the social meaning of the education provided in the institution with a wide range of teaching possibilities from the everyday life.