Propuesta de diseño de herramientas educomunicadoras para la mitigación de la depuración y la exclusión en las aulas de clase para el grado octavo de la institución educativa José María Vivas Balcázar de Santiago de Cali

Abstract

Education in Colombia has been determined mainly by traditional models, extremely conservative, not willing to be flexible in the understanding of the various social processes and the specific transformations of the conditions of the communities. Models sustained in spirits halfway between salvation and civilization, where the proclivity is that of punishment and punishment and not that of understanding. These models make use of entelechies such as "the competencies" and the "life project", to disguise borderline procedures with the police, where the forms of dismissal and / or stigmatization operate expeditiously. Same as phenomena such as desertion or depuration, which consists of the abandonment of "lost cases" or the process of purging the educational environment under the idea of ​​favoring a minority interested in pedagogical work.

Thus, the discourse of values ​​falls short in the face of increasingly complex problems faced by individuals in formation and their families. Issues such as food insecurity, locative instability, the constant transformation of family structures, labor pauperizations and circumstantial orphanages can not be understood by traditional schools or efficient schools based on the principles of competencies.

The populations subjected to the forms of survival, fail to assume the specific keys of training for participation and much less manage to understand the vitalities of the school process in the dynamics of social change. In this way, school contexts become fields of temptation for diverse violence and in laboratories of abuse. Phenomena such as bullfighting, smurfing, micro-trafficking, and bandismo proliferate in different educational institutions, impacting younger and younger students. Faced with this problem, it is proposed the realization of an educommunicative experience, tending to generate the understanding of the circumstances faced by the teachers in their pedagogical performance and provide the basic tools for the design of strategies that serve as a restraint to the forms of debugging and abandonment.