Modelos Educativos Flexibles para la inclusión de estudiantes venezolanos en extraedad en la educación pública de Cúcuta-Colombia

Abstract

This article develops a theoretical proposal aimed at strengthening the Flexible Educational Models (FEM) strategy for the inclusion and retention of over-age Venezuelan students in public education in San José de Cúcuta, Colombia. Using a qualitative approach, supported by the interpretive paradigm and the grounded theory method, a study was conducted in eight educational institutions in the municipality, identifying structural weaknesses in the implementation of FEMs, mainly related to the dependence on international cooperation, the absence of clear institutional pathways, limited installed capacity, and a lack of sustained monitoring. As a result, a proposal was constructed based on the institutionalization of FEMs, focusing on complete educational trajectories, which proposes a route for the approach, incorporation, implementation, and monitoring of these models in educational institutions. This proposal includes conceptual, methodological, and practical guidelines, as well as specific routes for articulation with the Institutional Educational Project (PEI) and the Institutional Student Evaluation System (SIEE). This contribution is expected to serve as a tool for managers, teachers, and educational authorities, enabling more effective, contextualized, and sustainable implementation of MEFs in contexts of high vulnerability and cultural diversity.