La formación en política, ciudadanía y educación popular en los estudiantes de básica media (Ciclo V) del Colegio Nydia Quintero de Turbay

Abstract

This research work is an effort for recovers the practical and theorist concept of popular education in communication and constant dialogue with the traditional school. This last, affected by various phenomena, it has weakened their social, ethical and political function. Specially, politics emerges as a fundamental guideline for transport students, teachers and the community of Nydia Quintero de Turbay School its transformation as subjects of rights, in every sense of definition: from cultural, emotional, esthetic and pedagogical. Based on the active-participatory approach, the qualitative methodology and an exploratory-descriptive research, it was designed four data collection instruments that landed the initial objectives of this exercise. In this way, the systemic operated as observation vector to warn of what happens in politically definitions in the school; dialogue between the citizen, convivencial and academics through inquiries; the feeding of popular culture to the traditional school with interviews; and exploring the dynamics of conflict, tending the necessary bridges between the institutional and non-institutional, from cartoon workshop of life. Thereby, the hope pedagogy of Freire, knowledge sharing and craft, Alfonso y William Torres dialogic discursive, microphysics of power of Foucault and the mobilization criticism of Giroux, they were among others, discursive bastions around shaping the conceptual framework of this research exercise. Needlessly, this joint fieldwork and theoretical results they had as essential results: the establishment of relations strained in the school, where the teacher wants to retain its atrium around knowledge and authority, challenging such action with increasingly complex facts, ranging from the escape of class, the frustration by the school, school violence, consumption of SPA, and the constant violation of the law. Adding that knowledge spreads everywhere, through digital and technological. However, it is still possible to produce a live dialogue to transform these adverse realities and reproducing other school and social unrest. This dialogue has to do with the visibility of the dynamics around pedagogical horizontality, since students have knowledge that should be recognized in the school. The construction of communication channels between the outside and inside school world, where esthetic and cultural attitudes of popular culture with tradition are linked. Finally raising the conflict as essentially political dynamic where internal and external institutional programs emerge and where the intimate and the daily operating in that intention.