El diseño curricular como fundamento para promover la calidad-equidad en contextos afrodescendientes

Abstract

This article exposes the construction of curricular designs for basic primary education in Colombian public institutions, which allows analyzing the relationships and tensions that exist between quality, equity, curricular design and Afro-descendant culture, as factors that enable or inhibit the pedagogical promotion of the quality-equity binomial, for the benefit of students belonging to vulnerable strata of Afro-descendant municipalities of the Department of Valle del Cauca. The research is approached from an ethnographic and holistic approach, using a mixed quantitative-qualitative modality, where quantitative data are taken that allow the comparison of the curricula, related to the results of learning in standardized tests, applying a study of cases to 19 Educational institutions. A disarticulation between the legislation reflected in an equitable education with quality and the pedagogical practice is revealed. For this reason, this article is in favor of questioning the prevailing models and rethinking, within each educational institution, its role and responsibility in the equitable and quality training that must be offered.