The educational policies of the Colombian State
The situation of inequalities and differences in society, is nothing new has always existed for a long time, there are rich countries and poor countries, the public policies of each nation, has always set aside those vulnerable sectors in all areas : social, cultural, economic and political. Given that fact, education plays a preponderant role for the progress and sustainable development of a nation, which develops people capable of reflecting, reinventing and transforming. However, due to multiple factors, it has weakened, perhaps, whether by considerable growth in the advances in information and communication technology.
Such situations does not indicate that education has been left behind, but that there are teachers who have not evolved in their traditional teaching methods, in the face of students’ learning in a real context and the way they can achieve the socialization processes of children and adolescent in educational fields. Therefore, in the scene of the film the language of the butterflies, tells the story of a boy named Moncho where it shows the changes in his childhood, which is abruptly altered by the situation of the Spanish Civil War. For that scenario in which he surrounded, Moncho was afraid to go to school, because he listened that the teachers mistreated his students. However, when Moncho decides to attend school he meets a different teacher named (Don Gregorio).
Don Gregorio, was characterized as that teacher who taught through experience and observation, Moncho inspires him a lot and begins to learn endless number of words and among them, the "spiritrompa", a name that receives the language of the butterflies. The teacher instilled a lot about freedom in teaching, when fascists gain war they begin to impose ideologies in Spain. In that sense, the language of the butterflies categorically expresses to defend freedom of expression, the importance of personal experience as a way of acquiring knowledge and observation as a way of awakening the senses, but despite having a leadership in His training, achieving significant learning in children, had a great disadvantage and was the family role in which the child was being formed, this being a fundamental factor, since the child will never form in isolation, since the real training comes from home, it is where we must have the clear conviction that the school gives a training established by educational policies that are still policies, and that many times the work of the school no matter how good it is, it will never go To transform a child who comes with weak bases from home, this leads us to reflect, and see the family as a fundamental element which must be responsible, h Acting part of a teamwork where we form our children’s hand.
In this regard, it is very important to highlight what Cajiao (2001) establishes on the understanding of the educational phenomenon as a social responsibility in the role of the teacher as an intellectual and children as the protagonist of educational and social processes permeating a form of pedagogy that puts inforeground the concerns and question of children and bring them to the most demanding levels of science, technology and cultural production.
Therefore, the educational policies of the Colombian State according to Munevar (2017), guides to maintain education as a social right and indicate quality standards, in order to generate human resource training process that guarantees a qualified workforce forCompanies and, thus establish economic growth that makes Colombia competitive in the world, this is reflected in the Political Constitution of 1991, where education is established as a compulsory right and public service that has social function.
In that sense, the Colombian government as established in the Constitution, has implemented a series of strategies, framed in public policies with a view to improving educational quality and reducing the gap in terms of equity and inequality in the educational system. Even this public policy remains obstacles in the population of low social strata, especially in the rural population and ethnic minorities.
Sources consulted
- Rope, l. (1999). THE LANGUAGE OF BUTTERFLIES. [Movie].
- Cajiao, f. (2001). The educating society. Ibero -American Education Magazine. May August. Number 026.
- Munevar, d. (2017), Analysis of Colombian educational policy from structuralist constructivist theory. Diversity. Innovation and educational policy. 6-2- 67-80
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