Análisis de la pertinencia de los procesos administrativos desarrollados por los centros educativos públicos del circuito educativo 04 de la dirección regional de educación San José norte, relacionados con los trámites de acción correctiva, durante el curso lectivo 2022
Archivos
Fecha
2024
Tipo
tesis de maestría
Autores
Ballestero Loaiza, Karla Vanessa
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Resumen
La investigación se realizó con el objetivo de determinar la pertinencia de los procesos administrativos desarrollados por los centros educativos públicos del Circuito Educativo 04 de la Dirección Regional de Educación San José Norte, relacionados con los trámites de acción correctiva, durante el curso lectivo 2022, desde la óptica de la gestión jurídica de la educación. Para la realización del estudio se implementó una metodología con enfoque cuantitativo de tipo descriptiva según el método deductivo, a través de la aplicación de un cuestionario (validado por medio del juicio de expertos y la prueba piloto) dirigido a las personas docentes guía o de grado, personas profesionales en orientación, personas directoras de centros educativos públicos, integrantes del Comité de Evaluación de los Aprendizajes y miembros del Grupo de Mejora de la Convivencia del Programa Convivir.
Entre los principales hallazgos es dable mencionar: 1) La existencia de debilidades en la percepción de la conducta como componente mensurable del proceso de evaluación de los aprendizajes, 2) Dificultades en la categorización de las faltas disciplinarias que contempla el Reglamento de Evaluación de los Aprendizajes vigente, 3) La clara tendencia de visualización de la acción correctiva como mecanismo sancionatorio bajo una connotación negativa, a pesar de reconocerse mayoritariamente la finalidad formativa que representa, 4) El resabio que refiere la inasistencia como acción correctiva aplicable con un nivel de incidencia media o alta, 5) El desconocimiento de la incidencia de los procesos administrativos en el trámite de acción correctiva, 6) La falta de claridad requerida respecto al rol de participación de cada uno de los actores educativos involucrados, 7) La flaqueza existente en el tema de impugnaciones, 8) El desconocimiento de la injerencia del Comité de Evaluación de los Aprendizajes o el Grupo de Mejora de la Convivencia del Programa Convivir como instancias asesoras en el trámite, 9) La ignorancia del marco normativo que regula los trámites de acción correctiva o su ente productor, 10) La poca claridad sobre la incidencia de la normativa interna en la determinación de faltas disciplinarias, 11) La falta de delimitación adecuada del debido proceso, sus alcances en función del tipo de falta disciplinaria y los derechos que lo componen, aunado a que la mayoría de las dificultades enfrentadas y de las consultas o solicitudes efectuadas a las instancias asesoras se refieren a aspectos relacionados con el debido proceso.
Lo expuesto sumado a la escasa especificidad normativa existente fundamenta el planteamiento de una propuesta de intervención estratégica de aplicación a nivel nacional, que dirija a los actores educativos y les garantice una ejecución pertinente de los trámites de acción correctiva sometidos a su conocimiento, desde el rol que les corresponde desarrollar en atención al puesto desempeñado. La propuesta se plantea bajo el formato establecido por la Dirección de Planificación Institucional del Ministerio de Educación Pública e incluye modelos prototipo de las actuaciones procesales más relevantes y recurrentes para facilitar su comprensión y eventual aplicación.
The investigation was carried out with the object to determine the relevance of the administrative processes developed by the public educational centers of the Educational Circuit 04 from the General Education Office of San José North, related to corrective action procedures executed during the 2022 school year, from the perspective of the legal management of education. To carry out the study, a methodology with a descriptive quantitative approach was implemented according to the deductive method through the application of a questionnaire (validated through expert judgment and pilot testing) addressed to the master teachers, professionals in guidance, principals of public educational centers, members of the Learning Evaluation Committee and members of the Coexistence Improvement Group of the Convivir´s Program. Among the main findings it is worth mentioning: 1) The existence of weaknesses in the perception of behavior as a measurable component of the learning evaluation process, 2) Difficulties in the categorization of disciplinary offenses stated in the current Learning Evaluation Regulations, 3) The clear trend of having a negative perception of the corrective actions as a sanctioning mechanism, despite it is mostly recognized the teaching purpose it represents, 4) The deficiency that refers to non-attendance as a corrective action applicable with a medium incidence level or high, 5) The lack of knowledge of the impact of the administrative processes on the corrective action process, 6) The lack of clarity required regarding the role of participation of each of the educational actors involved, 7) The existing weakness of the administrative appeal process , 8) Ignorance of the interference of the Learning Evaluation Committee or the Coexistence Improvement Group of the Convivir´s Program as counsels of the process, 9) Ignorance of the regulatory framework that regulates corrective action procedures or its entity where they come from, 10) The lack of clarity about the impact of internal regulations in the determination of disciplinary offenses, 11) The lack of adequate delimitation of the un due process, its scope depending on the type of disciplinary offense and the rights integrated on it , coupled with the fact that the majority of the difficulties faced on the consultations or requests made to the counselors, refer to aspects related to the un due process. The above, added to the limited specificity of the existing regulations, supports the approach of a proposal for a strategic intervention applicable at national level, which directs educational actors and guarantees to the pertinent execution of the corrective action procedures submitted to their knowledge, from the role that corresponds to them developing in attention to the position held. The proposal is presented under the format established by the Institutional Planning Office of the Ministry of Public Education and includes prototype models of the most relevant and recurring procedural actions to facilitate their understanding and eventual application.
The investigation was carried out with the object to determine the relevance of the administrative processes developed by the public educational centers of the Educational Circuit 04 from the General Education Office of San José North, related to corrective action procedures executed during the 2022 school year, from the perspective of the legal management of education. To carry out the study, a methodology with a descriptive quantitative approach was implemented according to the deductive method through the application of a questionnaire (validated through expert judgment and pilot testing) addressed to the master teachers, professionals in guidance, principals of public educational centers, members of the Learning Evaluation Committee and members of the Coexistence Improvement Group of the Convivir´s Program. Among the main findings it is worth mentioning: 1) The existence of weaknesses in the perception of behavior as a measurable component of the learning evaluation process, 2) Difficulties in the categorization of disciplinary offenses stated in the current Learning Evaluation Regulations, 3) The clear trend of having a negative perception of the corrective actions as a sanctioning mechanism, despite it is mostly recognized the teaching purpose it represents, 4) The deficiency that refers to non-attendance as a corrective action applicable with a medium incidence level or high, 5) The lack of knowledge of the impact of the administrative processes on the corrective action process, 6) The lack of clarity required regarding the role of participation of each of the educational actors involved, 7) The existing weakness of the administrative appeal process , 8) Ignorance of the interference of the Learning Evaluation Committee or the Coexistence Improvement Group of the Convivir´s Program as counsels of the process, 9) Ignorance of the regulatory framework that regulates corrective action procedures or its entity where they come from, 10) The lack of clarity about the impact of internal regulations in the determination of disciplinary offenses, 11) The lack of adequate delimitation of the un due process, its scope depending on the type of disciplinary offense and the rights integrated on it , coupled with the fact that the majority of the difficulties faced on the consultations or requests made to the counselors, refer to aspects related to the un due process. The above, added to the limited specificity of the existing regulations, supports the approach of a proposal for a strategic intervention applicable at national level, which directs educational actors and guarantees to the pertinent execution of the corrective action procedures submitted to their knowledge, from the role that corresponds to them developing in attention to the position held. The proposal is presented under the format established by the Institutional Planning Office of the Ministry of Public Education and includes prototype models of the most relevant and recurring procedural actions to facilitate their understanding and eventual application.
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Palabras clave
PROCESO ADMINISTRATIVO, EVALUACIÓN DE LOS APRENDIZAJES, FALTA DISCIPLINARIA, ACCIÓN CORRECTIVA, PROCESO, IMPUGNACIONES, RECURSOS, NORMATIVA INTERNA