Historia de la política educativa para la infancia en Colombia 1982 – 2015

Abstract

This report gives an account of the investigative process carried out in the research internship within the framework of the project "Hegemony and alternatives in educational policies for children in Colombia: subjects, discourses and practices 1982 - 2015"; led by the Infancias research group. It is based on the research process initiated in the childhood culture and development specialization, where an initial phase of identification and systematization of documentary source was developed; to give continuity in the mastery process to the analysis and interpretation phase. The main purpose of the project was to reveal the tensions, meanings and ruptures present in public policies for children in light of the categories of analysis of subjects, discourses and practices, highlighting the hegemonic, the alternative and the tensions that exist in the gestation and application of educational policies for children in the period from 1982 to 2015. The research has a historical character and sought to show how the education of children in Colombia has been shaped and specifically in Bogotá D.C. and the role played by public policies issued to implement education for children; revealing the discourses, curricular and pedagogical orientations that have materialized this process; from the public policy for the quality of life of children and adolescents, it was proposed by education as a right and its proposal on educational quality in the recognition of children and adolescents as subjects of rights. In this context, it is observed how the educational policies for early childhood during the period enunciated and in their search for the universalization of the right, have generated alternative proposals that are born inside and outside of hegemonic structures that modify the discourses, the subjects and the practices of the educational processes that are carried out in Colombia. This is how, from a critical analysis, this research shows that the educational policies for the education of children, although they enshrined education as an inalienable right for boys and girls, there are different blockages and limitations that do not allow full implementation, compliance and guarantee of the right to early childhood education.