Transformation of Cultural Imaginaries Through the Applicability of Transversal Projects in Educational Institutions.

Abstract

This article focuses on the study carried out in two public educational institutions, one rural (Aguaclara) in the village of Aguaclara and the other urban (Corazón del Valle) located in commune four, in the central area of the city of Tuluá. This contrast of perceptions makes it possible to compare perspectives that transcend the transformation of cultural imaginaries, knowledge and the visibility of micro-policies generated within the educational communities involved.

Objectives: The main objective of this article is to determine the applicability of the Transversal Projects (PESC, PRAES and VIAL) in the Aguaclara and Corazón del Valle Educational Institutions for the transformation of the cultural imaginaries of their communities. To materialize it, an identification of the structuring of these Transversal Projects in the PEI of their institutions is carried out; as well as their applicability within the respective Educational Institutions is analyzed and strategies that contribute to the strengthening of cultural imaginaries are established, based on these Transversal Projects that belong to these Educational Institutions.

Method: The investigative study of the present article has a quantitative approach, of pre-experimental design, from an investigation of descriptive and transectional scope, in a population of 75 teachers of basic primary, A non-probabilistic sample of 50 teachers was selected from the educational institutions of Aguaclara (25) and Corazón del Valle (25) in the municipality of Tuluá (Valle del Cauca, Colombia), who can provide guidance on aspects related to transversal projects and involve them in the solution of socio-cultural phenomena and the specific problems of their communities.

Results: The results of the study showed that 70% of the teachers claimed to ‘Have a general idea’ of the content of the IEP, and 30% claimed to have a ‘very good understanding’ of it. 90% of teachers believe that the IEP has a positive impact on the quality of education and for the cross-curricular pedagogical project (CTP), 50% of teachers said they had a ‘general understanding’ of its content, while the remaining 50% said they ‘know it well’.