Resumo

FLORES CUEVAS, Francisco; VASQUEZ MARTINEZ, Claudio Rafael  e  PELAYO LANDAZURI, María Piedad. The educational policy of public educational institutions of secondary education as a proposal for continuous improvement in education. RIDE. Rev. Iberoam. Investig. Desarro. Educ [online]. 2020, vol.11, n.21, e060.  Epub 23-Abr-2021. ISSN 2007-7467.  https://doi.org/10.23913/ride.v11i21.808.

The purpose of this work was to determine what the impact has been regarding the implementation of a methodology with a constructivist approach to promote the development of citizenship competencies in eleventh grade students in the department of Quindío (Colombia). For this, a study was carried out with a quantitative approach of exploratory, descriptive scope and with a quasi-experimental design with cross-sectional delineation. Specifically, 83 public educational institutions of secondary education of the department of Quindío participated. Likewise, two groups (one pilot and one control) of the eleventh grade were selected during the 2018-2 period. In the pilot group, the methodology based on constructivist teaching approaches (eg, meaningful learning and collaborative-cooperative) was developed.

The instrument used was the structured interview, which consisted of a series of systematic questions, in addition to questionnaires that were applied in three areas: one addressed to the principals, another to the Social area coordinators and the last to the guidance teachers. The results show that there are deficiencies in the appropriation of constructivist methodologies and pedagogical models used in the institutions under study. Likewise, the appropriation of constructivist methodologies has not been adequate in the development of citizenship competences in eleventh grade students, which is reflected in a low score of school performance and commitment in their academic activities due to conflicts, intolerance and inequality that is experienced in the educational community.

Palavras-chave : meaningful learning; life skills; student assessment.