Hegemonía Docente y Educación Media: Un Análisis Desde las Perspectivas de Formación en Instituciones Educativas en el Norte de Santander

Abstract

Teacher performance represents one of the situations that impacts the development of student training, since it drives the development of processes related to the hegemonic actions of these in relation to the appropriation of an intellectual formation. For this reason, the present study proposes as a fundamental objective the formulation of a theoretical contribution on the hegemony of secondary education teachers based on an analysis from the training perspectives in educational institutions in Norte de Santander, Colombia, 2024. The contributions of the socio-critical paradigm were used as an epistemic model, systematized by means of the qualitative method, which allowed selecting the evaluative type of research with which the assessment of the effectiveness of the elements immersed in the study is determined. It was started through the research design defined through an ethnographic complementarity, as a way to delve into the comprehensive processes. Structured interviews and non-participant observation were applied, for this, the interview script and the field diary were defined as instruments. The research setting is made up of official educational institutions that are established in commune 1 of the municipality of San José de Cúcuta – Norte de Santander, where 9 teachers from the economic and political areas were also selected. This study shows the coexistence of traditional and critical approaches in pedagogical practices; while some teachers perpetuate hierarchical structures, others implement innovative strategies with transformative potential. Likewise, a strategy with phases of awareness, training and support is proposed, to empower teachers as agents of change; the need to strengthen teacher training, promote inclusive educational policies and foster institutional alliances to transform education into a space for reflection and liberation is emphasized.