Discursos en torno a la Educación y Formación Técnica Profesional costarricense, desde las perspectivas, los sentidos y los significados de los sujetos, actores y sistemas vinculados, en el periodo del 2000 al 2020
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Camacho Calvo, Silvia
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Esta investigación tuvo como objetivo comprender los discursos que orientan la reconstrucción de la Educación y Formación Técnica Profesional (EFTP) en el contexto de la sociedad costarricense, desde las perspectivas, los sentidos y los significados de los sujetos, actores y sistemas vinculados, para su legitimación socioeducativa y cultural. Para alcanzar el objetivo se propuso en un primer momento la reconstrucción histórica de la EFTP a partir de la revisión documental de memorias institucionales, informes, normativas y documentos históricos, con la finalidad de identificar los sujetos, actores sociales y Sistemas Sociales que participan en la implementación de la modalidad educativa.
Una vez que se reconstruyó la historia transitada por la EFTP costarricense, se realizó un análisis de los Sistemas Sociales implicados, inspirado en la metodología de mapeo de actores claves (Tapella, 2007), la cual, se encuentra vinculada a la teoría de las redes sociales comprendidas como el conjunto delimitado de actores y actoras vinculados entre sí. No obstante, y al estar la investigación fundamentada en la teoría de los Sistemas Sociales de Luhmann (1998, 2007, 2009), se hace un giro en el análisis, en donde se identifican los Sistemas que se van acoplando al Sistema Educativo, en el marco de la EFTP, así se establecen: el Sistema Político, el Sistema Normativo, el Sistema Económico, el Sistema de las organizaciones Sociales, el Sistema de Cooperación Internacional y Nacional, así como un Sistema Religioso que influye en menor medida.
Una vez identificados los sujetos, los actores sociales y sistemas, se procedió a realizar cincuenta entrevistas cualitativas, las cuales, permitieron determinar los discursos en torno a la EFTP. Las entrevistas se realizaron a autoridades educativas, personal técnico de los programas educativos de la EFTP, representantes del Sistema Económico, del Sistema de las organizaciones Sociales, así como a directores, coordinadores y estudiantado de centros educativos y centros de formación.
El análisis e interpretación de los discursos se realizó basado en el método del análisis crítico del discurso (ACD) (van Dijk, 2005b), el cual, pone énfasis en el análisis de las cuestiones sociales, específicamente en la producción y reproducción del abuso del poder o de la dominación. Además, desde este se defiende una posición sociopolítica, puesto que interesa develar los discursos de las personas en los lugares de poder, de las personas que los influencian, así como de aquellos discursos dispuestos en los lugares de resistencia, con la finalidad de visibilizarlos, para buscar el cambio y la transformación de la EFTP.
Como resultado del ACD se establecieron once temas y macroestructuras semánticas: 1) la EFTP como vehículo para la movilidad social ascendente, 2) ¿Quién gobierna la EFTP?, 3) el Sistema de la EFTP está fragmentado, 4) los juegos de egos amenazan la EFTP, 5) las estructuras rígidas de los órganos estatales son un riesgo para la EFTP, 6) los liderazgos son motor u obstáculo para la EFTP, 7) la vinculación entre sistemas ha mejorado, 8) la Educación Superior es tímida respecto a su rol dentro de la EFTP, 9) El MNC-EFTP da calidad y pertinencia a los programas educativos de la EFTP 10) la EFTP como mecanismo para asegurar el emprendimiento y 11) hay una mirada clasista hacia la EFTP.
Luego, se analizaron e interpretaron los significados locales y las estructuras formales sutiles, en donde se estableció cómo se ha construido el imaginario social en relación con la EFTP costarricense y, a partir desde los cuales, se fijaron una serie de mitos sociales en torno a la modalidad educativa. Posteriormente, se aborda el contexto actual y la relación entre cognición social, discursos y sociedad, además, se plantea la posibilidad de cambio a partir de la concienciación de los sujetos, actores sociales y sistemas sobre el estado actual de la EFTP.
Se concluye, la posibilidad de una EFTP cocreada, desde una mirada descolonizadora, que permita ser construida por todos los actores sociales y Sistemas, dándole un espacio a la voz de todas y todos, inclusive del estudiantado, en donde se generen espacios de diálogo abiertos y con una mirada intercultural.
The objective of this research was to understand the discourses that guide the reconstruction of Technical Vocational Education and Training (TVET) in the context of Costa Rican society, from the perspectives, senses and, meanings of the subjects, actors and, related systems, for its socio-educational and cultural legitimization. To achieve this objective, we first proposed the historical reconstruction of TVET based on a documentary review of institutional memories, reports, regulations and, historical documents, to identify the subjects, social actors and, social systems that participate in implementing the educational modality. Once the history of Costa Rican TVET was reconstructed, an analysis of the Social Systems involved was carried out, inspired by the methodology of mapping key actors (Tapella, 2007), which is linked to the theory of social networks understood as the delimited set of actors linked to each other. However, since the research is based on Luhmann's theory of Social Systems (1998, 2007, 2009), a turn is made in the analysis, where the Systems that are being coupled to the Educational System are identified, within the framework of TVET, thus establishing: the Political System, the Normative System, the Economic System, the System of Social Organizations, the System of International and National Cooperation, as well as a Religious System that influences to a lesser extent. Once the subjects, social actors, and systems were identified, fifty qualitative interviews were conducted, which allowed us to determine the discourses surrounding TVET. The interviews were conducted with educational authorities, technical personnel of TVET educational programs, representatives of the economic system and the system of social organizations, as well as directors, coordinators, and students of educational centers and training centers. The analysis and interpretation of the discourses were carried out based on the method of critical discourse analysis (CDA) (van Dijk, 2005b), which emphasizes the analysis of social issues, specifically in the production and reproduction of the abuse of power or domination. In addition, it defends a sociopolitical position, since it is interested in revealing the discourses of the people in the places of power, of the people who influence them, as well as those discourses in the places of resistance, to make them visible, to seek change and transformation of TVET. As a result of the ACD, eleven themes and semantic macrostructures were established: 1) TVET as a vehicle for upward social mobility, 2) Who governs TVET? 3) the TVET System is fragmented, 4) ego games threaten TVET, 5) rigid structures of state bodies are a risk for TVET, 6) leaderships are a driver or obstacle for TVET, 7) linkage between systems has improved, 8) Higher Education is shy about its role within TVET, 9) NQF-TVET gives quality and relevance to TVET educational programs 10) TVET as a mechanism to ensure entrepreneurship, and 11) there is a classist look towards TVET. Then, local meanings and subtle formal structures were analyzed and interpreted, where it was established how the social imaginary has been constructed about Costa Rican TVET, and from which a series of social myths were established around the educational modality. Subsequently, the current context and the relationship between social cognition, discourse, and society are addressed, and the possibility of change is proposed based on the awareness of the subjects, social actors, and systems regarding the current state of TVET. It is concluded that there is the possibility of a co-created TVET, from a decolonizing perspective, which allows it to be constructed by all social actors and systems, giving space to the voice of all, including the students, where open spaces for dialogue are generated with an intercultural perspective.
The objective of this research was to understand the discourses that guide the reconstruction of Technical Vocational Education and Training (TVET) in the context of Costa Rican society, from the perspectives, senses and, meanings of the subjects, actors and, related systems, for its socio-educational and cultural legitimization. To achieve this objective, we first proposed the historical reconstruction of TVET based on a documentary review of institutional memories, reports, regulations and, historical documents, to identify the subjects, social actors and, social systems that participate in implementing the educational modality. Once the history of Costa Rican TVET was reconstructed, an analysis of the Social Systems involved was carried out, inspired by the methodology of mapping key actors (Tapella, 2007), which is linked to the theory of social networks understood as the delimited set of actors linked to each other. However, since the research is based on Luhmann's theory of Social Systems (1998, 2007, 2009), a turn is made in the analysis, where the Systems that are being coupled to the Educational System are identified, within the framework of TVET, thus establishing: the Political System, the Normative System, the Economic System, the System of Social Organizations, the System of International and National Cooperation, as well as a Religious System that influences to a lesser extent. Once the subjects, social actors, and systems were identified, fifty qualitative interviews were conducted, which allowed us to determine the discourses surrounding TVET. The interviews were conducted with educational authorities, technical personnel of TVET educational programs, representatives of the economic system and the system of social organizations, as well as directors, coordinators, and students of educational centers and training centers. The analysis and interpretation of the discourses were carried out based on the method of critical discourse analysis (CDA) (van Dijk, 2005b), which emphasizes the analysis of social issues, specifically in the production and reproduction of the abuse of power or domination. In addition, it defends a sociopolitical position, since it is interested in revealing the discourses of the people in the places of power, of the people who influence them, as well as those discourses in the places of resistance, to make them visible, to seek change and transformation of TVET. As a result of the ACD, eleven themes and semantic macrostructures were established: 1) TVET as a vehicle for upward social mobility, 2) Who governs TVET? 3) the TVET System is fragmented, 4) ego games threaten TVET, 5) rigid structures of state bodies are a risk for TVET, 6) leaderships are a driver or obstacle for TVET, 7) linkage between systems has improved, 8) Higher Education is shy about its role within TVET, 9) NQF-TVET gives quality and relevance to TVET educational programs 10) TVET as a mechanism to ensure entrepreneurship, and 11) there is a classist look towards TVET. Then, local meanings and subtle formal structures were analyzed and interpreted, where it was established how the social imaginary has been constructed about Costa Rican TVET, and from which a series of social myths were established around the educational modality. Subsequently, the current context and the relationship between social cognition, discourse, and society are addressed, and the possibility of change is proposed based on the awareness of the subjects, social actors, and systems regarding the current state of TVET. It is concluded that there is the possibility of a co-created TVET, from a decolonizing perspective, which allows it to be constructed by all social actors and systems, giving space to the voice of all, including the students, where open spaces for dialogue are generated with an intercultural perspective.