Discriminación, exclusión y marginación en América y Europa: Bolivia y Alemania ¿Se puede hablar de gestión de la calidad educativa?
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Rev. de Inv. Educ.
Abstract
La discusión sobre educación en los últimos años, tanto en América Latina y el Caribe como en Europa y el resto del mundo, se ha centrado, entre otros temas, en la "gestión de la calidad educativa"; obviando la discriminación, exclusión y marginación formativa a las que son sometidos/as gran cantidad de estudiantes en procesos formales y no formales de aprendizaje - enseñanza, desde nuestro punto de vista, no permite considerar ningún tipo de práctica enraizada en "esos fundamentos" como de calidad. La primera gestión educativa que se tiene que viabilizar, para hablar de calidad pedagógico didáctica, es trascender especificaciones puramente tecnicistas hacia los propósitos, las lógicas y el espíritu que subyace a las prácticas cognitivas de la sociedad; propiciando la búsqueda crítica y reflexiva de inclusión, tolerancia, justicia y emancipación. Necesariamente, una educación de calidad, primero tiene que superar los límites impuestos por prácticas sociales negativas. Lo contrario refleja pobreza pedagógica que no es otra cosa que la incapacidad de las escuelas en muchas partes del mundo en general, y en Bolivia y Alemania en particular, de motivar y promover un auténtico interés por aprender, compartiendo el sentido de solidaridad, para una verdadera educación de calidad que coadyuve en la superación de las dificultades y limitaciones individuales en comunidad. Mientras en el mundo se generen y profundicen nuevas o viejas formas de discriminación, exclusión y marginación, no se podrá materializar, verdaderamente, una formación de calidad, accesible, inclusiva, crítica, reflexiva y emancipadora.
The discussion on education in recent years, both in Latin America and the Caribbean, Europe and elsewhere, has focused, among other things, on the quality in education, avoiding to cponsider discrimination, exclusion and marginalization. Training students in formal and informal processes, in our point of view, does not consider any type of this practices that are rooted in the fundamental issues quality. The first educational management has to be capable to talk about educational quality beyond the technical specifications to the purpose, it has to reach the logic and the spirit underlying the cognitive practices of society, encouraging critical and reflective search inclusion, tolerance, justice and emancipation. Necessarily, to reach quality in education negative practices in the community have toi be overcome. Otherwise pedagogical poverty reflects not simply the failure of schools in many parts of the world in general, and in Bolivia and Germany in particular, to motivate and promote a genuine interest in learning, sharing a sense of solidarity, for a true quality education that might help in overcoming the difficulties and limitations from teh individual in the community. While in the world new or old forms of discrimination deepen, just like exclusion and marginalization, there is no possibility to achieve quality in education that shows to be accessible, inclusive, critical, reflective and emancipatory.
The discussion on education in recent years, both in Latin America and the Caribbean, Europe and elsewhere, has focused, among other things, on the quality in education, avoiding to cponsider discrimination, exclusion and marginalization. Training students in formal and informal processes, in our point of view, does not consider any type of this practices that are rooted in the fundamental issues quality. The first educational management has to be capable to talk about educational quality beyond the technical specifications to the purpose, it has to reach the logic and the spirit underlying the cognitive practices of society, encouraging critical and reflective search inclusion, tolerance, justice and emancipation. Necessarily, to reach quality in education negative practices in the community have toi be overcome. Otherwise pedagogical poverty reflects not simply the failure of schools in many parts of the world in general, and in Bolivia and Germany in particular, to motivate and promote a genuine interest in learning, sharing a sense of solidarity, for a true quality education that might help in overcoming the difficulties and limitations from teh individual in the community. While in the world new or old forms of discrimination deepen, just like exclusion and marginalization, there is no possibility to achieve quality in education that shows to be accessible, inclusive, critical, reflective and emancipatory.
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Vol. 2, No. 3