LA POLÍTICA DE JORNADA ÚNICA ESCOLAR: LOS REFERENTES Y LA EXPERIENCIA DE UNA INSTITUCIÓN EDUCATIVA DISTRITAL

Abstract

Article product of study on the public educational policy of a single day at the preschool, basic and middle levels. The objective of this research was to assess the guidelines of the aforementioned public policy and its main legal and regulatory developments, as well as to evaluate the experience of a district educational institution regarding these issues, through the application of an instrument constructed and validated by criteria of experts. The research problem is concretized in some problematizing questions: From what political, discursive and juridical reference has been tried to implement the educational policy of a single school day in Colombia and what tensions could be generated in that process? And how is the process of implementing the single school day perceived by the basic levels of an official educational institution at the preschool, elementary and middle school levels? It is a work that was developed from two methodological perspectives, a first part of documentary historical character and a second one of quantitative order that arises from the statistical analysis product of the application of a survey with 45 Likert scale items. From there it was possible to conclude that despite the legal developments the single day as a pedagogical action has generated tensions that have involved teachers especially, who question the procedures and implementation conditions and offer alternatives that allow their development in terms of dignity and relevance for the educational communities.