Las narrativas de la comunidad educativa y el Horizonte Institucional: tensiones y convergencias en la construcción de identidad escolar.
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| Title: | Las narrativas de la comunidad educativa y el Horizonte Institucional: tensiones y convergencias en la construcción de identidad escolar. |
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| Alternate Title: | The Narratives of the Educational Community and the Institutional Framework: Tensions and Convergences in the Construction of School Identity. As Narrativas da Comunidade Educativa e o Horizonte Institucional: Tensões e Convergências na Construção da Identidade Escolar. |
| Authors: | Candelo Burgos, Johan Stiven, Cano, Jorge Eliécer, Cifuentes, Wbeimar |
| Source: | Revista Pensamiento Americano. Sep-Dec2025, Vol. 18 Issue 38, p1-14. 14p. |
| Subjects: | NARRATIVES, RURAL education, QUALITATIVE research, CULTURAL identity, INSTITUTIONAL environment, DISCOURSE analysis, SOCIAL context, COMMUNITY education |
| Geographic Terms: | ANDES Region |
| Abstract (English): | Introduction: This study addresses the relationship between the narratives of the educational community and the Institutional Framework (Horizonte Institucional) of the Rural Educational Institution Carbonera, located in the municipality of Andes (Antioquia). It seeks to understand how the perceptions and experiences of school actors relate to the formal principles established in the institutional document. Objective: To analyze the relationships between the narratives of students, teachers, and parents, and the postulates of the Institutional Framework, identifying convergences, dissonances, and discursive gaps. Methodology: The research adopts a qualitative approach within a hermeneutic paradigm, employing a design based on discourse analysis. Semi-structured interviews and conceptual matrices were used to compare community narratives with the institutional text. Results: The findings show that local narratives incorporate categories absent from the official document, revealing a gap between everyday experiences and normative discourse. This gap suggests a prioritization of external standards over contextual particularities. Conclusions: It is proposed that the Institutional Framework be reformulated from a polyphonic and inclusive narrative identity, capable of reflecting rural realities and strengthening the school as a democratic and contextually grounded space. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): | Introducción: Este estudio aborda la relación entre las narrativas de la comunidad educativa y el Horizonte Institucional de la Institución Educativa Rural Carbonera, en el municipio de Andes (Antioquia). Se busca comprender cómo las percepciones y experiencias de los actores escolares se vinculan con los principios formales del documento institucional. Objetivo: Analizar las relaciones entre las narrativas de estudiantes, docentes y padres de familia, y los postulados del Horizonte Institucional, identificando convergencias, disonancias y vacíos discursivos. Metodología: La investigación adopta un enfoque cualitativo, con paradigma hermenéutico y diseño basado en el análisis del discurso. Se utilizaron entrevistas semiestructuradas y matrices conceptuales para comparar los discursos comunitarios con el texto institucional. Resultados: Los hallazgos muestran que las narrativas locales incluyen categorías ausentes en el documento oficial, evidenciando una brecha entre las vivencias cotidianas y la normativa. Esta distancia revela una priorización de estándares externos sobre las particularidades contextuales. Conclusiones: Se propone reformular el Horizonte Institucional desde una identidad narrativa polifónica e incluyente, capaz de reflejar la realidad rural y fortalecer la escuela como un espacio democrático y situado. [ABSTRACT FROM AUTHOR] |
| Abstract (Portuguese): | Introdução: Este estudo aborda a relação entre as narrativas da comunidade educativa e o Horizonte Institucional da Instituição Educacional Rural Carbonera, localizada no município de Andes (Antioquia). Busca-se compreender como as percepções e experiências dos atores escolares se relacionam com os princípios formais estabelecidos no documento institucional. Objetivo: Analisar as relações entre as narrativas de estudantes, professores e pais, e os postulados do Horizonte Institucional, identificando convergências, dissonâncias e lacunas discursivas. Metodologia: A pesquisa adota uma abordagem qualitativa, com paradigma hermenêutico e um desenho baseado na análise do discurso. Foram utilizadas entrevistas semiestruturadas e matrizes conceituais para comparar os discursos comunitários com o texto institucional. Resultados: Os achados mostram que as narrativas locais incorporam categorias ausentes no documento oficial, revelando uma lacuna entre as vivências cotidianas e a normativa institucional. Essa distância evidencia a priorização de padrões externos em detrimento das particularidades contextuais. Conclusões: Propõe-se a reformulação do Horizonte Institucional a partir de uma identidade narrativa polifônica e inclusiva, capaz de refletir a realidade rural e fortalecer a escola como um espaço democrático e contextualizado. [ABSTRACT FROM AUTHOR] |
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| Database: | MedicLatina |
| Abstract: | Introduction: This study addresses the relationship between the narratives of the educational community and the Institutional Framework (Horizonte Institucional) of the Rural Educational Institution Carbonera, located in the municipality of Andes (Antioquia). It seeks to understand how the perceptions and experiences of school actors relate to the formal principles established in the institutional document. Objective: To analyze the relationships between the narratives of students, teachers, and parents, and the postulates of the Institutional Framework, identifying convergences, dissonances, and discursive gaps. Methodology: The research adopts a qualitative approach within a hermeneutic paradigm, employing a design based on discourse analysis. Semi-structured interviews and conceptual matrices were used to compare community narratives with the institutional text. Results: The findings show that local narratives incorporate categories absent from the official document, revealing a gap between everyday experiences and normative discourse. This gap suggests a prioritization of external standards over contextual particularities. Conclusions: It is proposed that the Institutional Framework be reformulated from a polyphonic and inclusive narrative identity, capable of reflecting rural realities and strengthening the school as a democratic and contextually grounded space. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 20272448 |
| DOI: | 10.21803/penamer.18.38.926 |
