Maestría en Educación

Aportes y reflexiones al currículo del área de educación artística para ciclo V y VI del colegio superior de San Cristobal ubicado en el barrio La Victoria

In Colombia, education has been shaped by a reality that intersects social, political, and economic dimensions. Inequality and the various social issues emerging from capitalism have led to a significant rate of school dropout. Despite the efforts made by different educational authorities and ministries, dropout rates have not been substantially reduced. As a response to this situation, educational programs for overage youth and adults have emerged, aiming to meet the need of individuals to complete their secondary education through flexible and accelerated pathways. However, who are the individuals responsible for leading these schools for youth and adults? And what type of education do they provide? Evidently, these institutions facilitate the academic process required to obtain a high school diploma. Nevertheless, from the perspective of private educational provision, a strong emphasis on economic considerations can be observed. Consequently, their curricula tend to prioritize immediacy due to the reduction of instructional hours and educational spaces compared to those of mainstream schooling. This research analyzes the guidelines and orientations governing youth and adult education and examines both the presence and absence of artistic education within this educational modality. To achieve this objective, the researchers conducted a documentary analysis using a qualitative methodology and an action research approach. Data collection instruments included discussion groups, talking circles the words and field journals. The study emphasizes the need for a direct connection between theory and practice within a contextualized educational process. It is therefore essential to understand that the curriculum should respond in a situated and contextualized manner to the life histories of members of the educational community. The research proposal adopts a counter-hegemonic and political perspective. Its significance lies in identifying the various discourses embedded within youth and adult education, specifically in Cycles V and VI at the Colegio Superior de San Cristóbal, located in the La Victoria neighborhood of the San Cristóbal district. This analysis seeks to foster reflection and contribute to new approaches that address the genuine needs of students, teachers, administrators, and school leaders. In doing so, the curriculum may engage the educational community through a truly contextualized and situated experience, conceiving the school as a place of refuge, as proposed by Jorge Larrosa. Accordingly, this study advocates for aesthetic experiences mediated through arts education as a means of recognizing the importance of artistic education within the curriculum from a realistic perspective and with an identity that is specific to youth and adult education.

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