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Comparative analysis in educational policies
Making an introspective analysis of educational policies in Colombia and the educational society, it can be visualized that one of the policies focused on this study has been the PERE, (Special Rural Education Plan), this being one of the most representative policies in theeducational field in recent years.
Pérez Dávila;where social responsibility is necessary, which must be explicitly and consciously assumed with the purpose of guaranteeing better well -being to the child and youth population, considering that the well -being of human development must be closely linked to permanent education, which whichentails that education be par excellence an issue relevant to the public sphere. From this perspective, the function of civil society against the educational development of children is a collective social responsibility in regard to the educational process.
Now, Delgado maintains what among the urban and rural population, there are large economic and social gaps, there are very marked levels of poverty in the peasant sector with a large lag in many of the registration level indicators, permanence and assistance. This implies the need to break the gap between the urban and rural area looking for equity to maintain the same treatment in the socioeconomic and educational field to guarantee quality and achieve balance.
In other words, the great economic and social gaps are awarded to government negligence to which the efforts that have been made to obtain equity between rural and urban, without taking into account the human drama that affects the rural population afterThe veil of poverty. Which generates delay and invoke freedom and rights to access opportunities for personal reaches, through political mobilization, access to productivity and better offers and conditions in the education sector.
If the contributions of the issues are analyzed and compared to the message of the film the language of the butterflies, it can be mean that a relationship framed in inclusive education is evidenced where mention is made: “A child, called Monchowhich is characterized by their pessimistic thinking about teachers to the point that appeared as people who mistreat, idea created by their father, who lived it during their student time.
In summary, the message that transmits the language of butterflies is to defend freedom of expression, the importance of personal experience as a way to acquire knowledge, culture as a way to personal freedom and observation as a way of awakeningthe senses.
Relateing educational policies from peer, the social responsibility and language of the butterflies glimpse an integrating panorama, as from these three contexts, a common denominator reflected in the search for equity is evidenced in such a way that gaps that provide equality are brokenof opportunities to all populations without distinguits, taking into account that man inequality generates isolation, discrimination and of course affects his personal, social, emotional and economic life.
If we analyze, in Colombia, education is one of the fundamental pillars for the development of the territory, since it is sought through peer to provide quality education for rural educational institutions through balance with the urban area, in such a way that Imperate Equality and inequality is still side, taking into account that indistinctly from the place where educational institutions are located, the quality of equal and just treatment for all including all kinds of populations (disabled, indigenous, rural, Afros among others )..
This analysis aims to make a reflection from the field of critical pedagogy on some national educational policies inherent in peer, responsibility and inclusive education where efforts are combined from different contexts seeking plurality in such a way that you think of a policy educational where challenges are assumed at the pedagogical level with a greater commitment in the field of inequality and social inequality.