Determinantes pedagógicos de gestión administrativa y de política cultural en el desarrollo y sostenibilidad de la Escuela de Formación Artística de la Localidad de Puente Aranda (EFAPA) de la ciudad de Bogotá

Abstract

Local artistic training schools have been an important contribution to the District's cultural policy for the development of citizen experiences around the appreciation and production of art and culture in the city. This research project is based on a case study of the Puente Aranda School of Artistic Training (EFAPA), with the purpose of analyzing the determinants of cultural policy, administrative management, and pedagogy related to community artistic training, which favor the development and sustainability of the School. To fulfill this objective, a descriptive investigation was developed, as it allowed for a more detailed observation and analysis of each of the proposed determinants. For this study, research tools such as surveys, semi-structured interviews, and information analysis were implemented, which allowed for a complete understanding of the problem. The results of this research present contributions regarding EFAPA, which show, as a general conclusion, the following: The state must provide clear rules for the operation of local artistic schools of education for work and human development, guarantee the qualification of processes and meaningful learning in the communities, and beneficiary communities and the institutions that lead them must also be part of this process of construction and consolidation of the project. Cultural policies are a tool for participation where the community meets the institution, generating a mutual benefit, but it must be emphasized that without the intervention of society, it only remains in institutional discourses.