El respaldo discursivo de la política educativa (2017), y su incidencia sobre el programa de Estudios Sociales de secundaria (MEP): un análisis crítico del discurso
Fecha
2021-06
Autores
Bermúdez Arce, Gabriel Guillermo
Bermúdez Morales, Silvia Elena
Fallas Camacho, Alan Moisés
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ISSN de la revista
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Editor
Universidad Nacional, Costa Rica
Resumen
El presente proyecto de investigación trata sobre el núcleo discursivo de la Política Educativa (2017), y su incidencia sobre el programa de Estudios Sociales (2016) de secundaria del MEP.
El mismo se enmarca en la investigación socioeducativa y parte de la Licenciatura en la Enseñanza de los Estudios Sociales y la Educación Cívica, bajo la modalidad de Seminario de Graduación.
Este presenta por eje de investigación: Los Estudios Sociales y La Educación Cívica para el Nuevo Milenio, desafíos desde una Perspectiva crítica, respondiendo al problema de investigación: ¿Qué tipo de relaciones se plasman en el discurso de Política Educativa (2017), y en el programa de Estudios Sociales (2016) del MEP?
Se sustenta, teóricamente, en autores como Teun van Dijk, Neyla Pardo, Michel Foucault, Mark Fisher, David Harvey, Silvia Finocchio, William Pinar, Ángel Díaz-Barriga, Rosa Nidia Buenfil, Slavoj Zizek, entre otro.
Metodológicamente, parte del Paradigma Naturalista, Enfoque Cualitativo, Diseño de Investigación Análisis Crítico del Discurso y Tipo de Estudio Crítico – Descriptivo (estudio del discurso).
En la aplicación de instrumentos para la recolección de información se utilizó el software MAXQDA y lo que permitió realizar categorías de análisis. En última instancia, para el contraste de la información se utiliza la técnica de triangulación de resultados obtenidos.
De esta manera, se logró evidenciar que existen relaciones de poder presentes en los discursos que componen e inciden en la operacionalización del currículo oficial de Estudios Sociales.
Algunos de los actores que influyen como respaldo discursivo que fundamenta a la Política Educativa y al Programa de Estudios Sociales son agentes internacionales como la OCDE, UNESCO, la CEPAL y el BM.
This research project deals with the discursive core of Educational Policy (2017), and its impact on the MEP's High School Social Studies program (2016). It is part of the socio-educational research and part of the Bachelor's Degree in Teaching Social Studies and Civic Education, under the modality of Graduation Seminar. This presents by research axis: Social Studies and Civic Education for the New Millennium, challenges from a critical perspective, responding to the research problem: What kind of relationships are reflected in the Educational Policy discourse (2017), and in the Social Studies program (2016) of the MEP? It is theoretically based on authors such as Teun van Dijk, Neyla Pardo, Michel Foucault, Mark Fisher, David Harvey, Silvia Finocchio, William Pinar, Ángel Díaz-Barriga, Rosa Nidia Buenfil, Slavoj Zizek, among others. Methodologically, part of the Naturalist Paradigm, Qualitative Approach, Research Design Critical Discourse Analysis and Type of Critical - Descriptive Study (study of discourse). In the application of instruments for the collection of information, the MAXQDA software was used, which allowed to carry out categories of analysis. Ultimately, to contrast the information, the technique of triangulation of the results obtained is used. In this way, it was possible to show that there are power relations present in the discourses that make up and affect the operationalization of the official Social Studies curriculum. Some of the actors that influence as discursive support that underpin the Educational Policy and the Social Studies Program are international agents such as the OECD, UNESCO, ECLAC and the World Bank.
This research project deals with the discursive core of Educational Policy (2017), and its impact on the MEP's High School Social Studies program (2016). It is part of the socio-educational research and part of the Bachelor's Degree in Teaching Social Studies and Civic Education, under the modality of Graduation Seminar. This presents by research axis: Social Studies and Civic Education for the New Millennium, challenges from a critical perspective, responding to the research problem: What kind of relationships are reflected in the Educational Policy discourse (2017), and in the Social Studies program (2016) of the MEP? It is theoretically based on authors such as Teun van Dijk, Neyla Pardo, Michel Foucault, Mark Fisher, David Harvey, Silvia Finocchio, William Pinar, Ángel Díaz-Barriga, Rosa Nidia Buenfil, Slavoj Zizek, among others. Methodologically, part of the Naturalist Paradigm, Qualitative Approach, Research Design Critical Discourse Analysis and Type of Critical - Descriptive Study (study of discourse). In the application of instruments for the collection of information, the MAXQDA software was used, which allowed to carry out categories of analysis. Ultimately, to contrast the information, the technique of triangulation of the results obtained is used. In this way, it was possible to show that there are power relations present in the discourses that make up and affect the operationalization of the official Social Studies curriculum. Some of the actors that influence as discursive support that underpin the Educational Policy and the Social Studies Program are international agents such as the OECD, UNESCO, ECLAC and the World Bank.
Descripción
Este trabajo se centra analizar la Política Educativa del Ministerio de Educación Pública, al programa de Estudios Sociales de secundaria y a sus fuentes discursivas desde el Análisis Crítico del Discurso.
Palabras clave
POLÍTICA EDUCACIONAL, ESTUDIOS SOCIALES, INVESTIGACIÓN EDUCATIVA, SOCIAL STUDIES, EDUCATIONAL POLICY, EDUCATIONAL POLICY