Examinando por Materia "Control social"

Mostrando 1 - 2 de 2

Control social y educación en la cárcel del Panóptico de Bogotá durante la Guerra de los Mil Días 1899-1902.
(Universidad Pedagógica Nacional, 2017) Ortiz Carvajal, Andrés; Ortiz Jiménez, José Guillermo
rabajo de investigación, realizado en el marco de la Maestría en Educación de la Universidad Pedagógica Nacional. La Investigación aborda el control social de los presos de la cárcel de Panóptico de Bogotá durante la guerra de los Mil Días y su relación con la formación educativa que tuvieron éstos. Busca mostrar las formas cómo se llevó a cabo la educación y su función de control social y de formación a partir de la educación que les brindó el Estado, la religión Católica y la que se dieron a sí mismos algunos presos.
La gestión educativa desde instancias y procedimientos de control en Colombia, 2003-2016.
(Editorial Universidad Pedagógica Nacional, 2024-01-01) Arbeláez Barrero, Adriana; Ossa Montoya, Arley Fabio
This research article analyzes educational management in Colombia, in the country’s educational policy, as a device deployed, based on procedures and instances of social control in educational institutions, between the years 2003 to 2016. The problematization was carried out carried out at a methodological level, based on the archaeological and genealogical toolbox, from which arrangements, functionings, transformations, relationships and correlations of knowledge and power were made visible, in the procedures of planning, organization, direction, inspection, surveillance and assessment. In this framework, instances emerged, such as rationalities, forms of institutionalization, objectives, differentiation systems and instrumental modalities. The knowledgeof educational management materialized from a device that, not without tensions, achieved support in the communities of Educational Institutions at the Basic and Secondary level, through the power relations installed and developed to underpin educational transformations. intentionally constructed from educational policies. Thus, subjects and communities were configured that in this way were disciplined, normalized and controlled and at the same time increased from multiple forms of power. In this way, the writing describes the transformation experienced and makes visible various rhetorics that underpinned the educational quality policy established, not without resistance.