Education As An Empowerment Tool

Education as an empowerment tool

Education is defined as a fundamental right that as Colombians was granted to us in the Political Constitution of 1991. The Constitution says among other words that in addition to a right, education is classified as a service that fulfills a social function in order to generate and provide access to knowledge, science and democracy (art. 67).

In Colombia, public policies are defined and “well planned”, but this plan does not contemplate many of the realities that it has to live as citizens, the fact that decision making is framed in a select group generates nonconformity at the time ofMove these actions to the affected regions.

Public policies must respond to the needs carrying actions that mitigate or completeInformation Transmitter and Main Manager of Solutions.

When reviewing the situations that frequently affect the La Guajira region, we find that it has been a constant victim of the decontextualization of public policies, which leaves with a limited margin of maneuver to the rulers of the region to be able to face very innate problemsOf the same;This is about talking about royalties, if we go to the educational part, the panorama is not encouraging either.

La Guajira has suffered the consequences of a decontextualized education, to the point that the educational institutions of this region take the last places in the ranking of official institutions with low educational quality, which leads to a generalized stigmatization associated with all theOrieundas and residents.

According to Llinas, the importance of learning in context is so great and essential in our environment, because it allows a better understanding, it promotes research, assimilates better problems of daily life, in this way we become intelligent beings producers of science and knowledgeand not of dependent beings.

Understanding the importance of contextualized education and the role played by public policies in that education, it is providential that the programs and/or projects are decentralized, the fact that each region builds from the local level and the regional scenario the virtue of demonstratingand deal. Although the results do not seem viable from the point of view of the quality standards based on strict and decontextualized numbers typical of centralization.

La Guajira is an apartment according to a little more than 23% of its population belonging to the Wayuu ethnicity receives state tests with questionnaire questions that do not represent the daily life of this population, there are frequently talking about artifacts or advances to improve life inThe city assuming that everyone is familiar with the issues when the raw and hard reality tells us that in areas such as in La Guajira there are still children who do not even know a traffic light, a palpable case the city of Manaure in the department of La Guajira that does not countwith none. Taking into account these situations, it is not surprising that Wayuu students attending rural public institutions (at least in Manaure) do not obtain a competitive result compared to students from the rest of the country with other benefits, causing mockery and stigmatizationof an entire country when educational policies are not providing the guarantees to be fair and relevant with everyone.

Based on the possibility of generating change for collective/social benefit focused on the Wayuu population from educational institutions, it is pressing to train leading students in the context in which they develop, with self-management, competent and interested in the processes and mechanisms of citizen participation, which understands the importance of integrating culture with the processes of construction of public policies that allow improving the way of living of this population.

It is relevant that we are all responsible for the construction of public policies, especially those entities that due to their essence must generate empathy for socio-demographic and sociocultural situations of the region in which they reside, as is the case of universities,This helps the State have a clearer and technical vision of the needs and problems that affect a region.

A public policy of educational decentralization that relies on regional education organizations, would allow the central government to objectively understand the social, economic, environmental and integral development problems that Colombians live, in order to make concordant decisions withThe reality of the diverse national context, which by the way, is known with more property from those institutions that we are permanently committed to the scenarios and community realities of our local level.

The empowerment of students on public issues could allow a domino effect in medium term, where more effective and inclusive concertation tables are fluidly perceived where the population being coerced by leaders who seek a common benefit can be more participatory at the time at the timeto express their deficiencies, and that they can also use the tools they currently have to freely express their opinion, or demand.

The basis for exercising a change in guajira is the education of children, but not an education based on content and books that reflect realities of others and difficult to understand, but an education that allows living the progress of the world, visualized in real situations andexperiential that provide the opportunity to propose and question. The empowerment of today’s children is the change that guajira needs.

References

• Alzate, j. B. (2015). Centralized or decentralized educational quality. Scielo Colombia, Sophia, 11 (2), 113-114.
• Dávila, f. L. (2018). Educational policies in Colombia: In search of quality. Pedagogical news, 196-197.
• Hanson, m. (1997). Educational decentralization: problems and challenges. Preal, 7.
• Llinas, r. (November 8, 2017). It must be taught in context.
• MINCULTURE. (2018). Culture Ministry. Obtained from https: // www.MINCULTURE.GOV.CO/Press/News/Documents/Populations/Pueblo%20way%C3%9AU.PDF