La pastoral educativa en la configuración de una cultura educativa institucional: retos y desafíos
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https://revistas.usantotomas.edu.co/index.php/albertus-magnus/article/view/11752
10.15332/25005413.11752
10.15332/25005413.11752
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El artículo aborda los retos de la pastoral educativa en la configuración de una cultura organizacional orientada a valores dentro de las instituciones escolares latinoamericanas. Se parte de la tensión estructural entre el paradigma neoliberal y la misión humanista de formar ciudadanos críticos e íntegros. En este marco, la pastoral educativa se presenta como contrapunto axiológico, articulado en tres ejes: educación integral y liberadora, promoción de la dignidad humana y centralidad del Evangelio como fundamento de valores.
La discusión se enmarca en las categorías de análisis propuestas por Schein (2017) y Díez (2006). Al respecto, se subraya la discrepancia entre valores declarados y valores operativos, así como la tensión entre enfoques funcionalistas y perspectivas sociocríticas.
La propuesta metodológica se basa en la praxis participativa (IEP/IAP), esencial para superar la ingeniería cultural y garantizar la coherencia axiológica. Mediante el diálogo y el consenso, la comunidad educativa se convierte en protagonista de su propio cambio.
Finalmente, se plantea que la construcción de una cultura educativa institucional requiere procesos participativos, inclusivos y dialógicos, capaces de asumir el conflicto y promover la participación, la justicia y la solidaridad. La pastoral educativa, en este sentido, se configura como motor de transformación cultural y social, frente a la fragmentación impuesta por el modelo neoliberal.
The article addresses the challenges of educational pastoral care in shaping a values-oriented organizational culture within Latin American educational institutions. It starts with the structural tension between the neoliberal paradigm and the humanistic mission of forming critical and upright citizens. In this framework, educational pastoral care is presented as an axiological counterpoint, articulated in three axes: integral and liberating education, promotion of human dignity, and the centrality of the Gospel as the foundation of values. The discussion is framed within the categories of analysis proposed by Schein (2017) and Díez (2006). It highlights the discrepancy between declared values and operational values, as well as the tension between functionalist approaches and socio-critical perspectives. The methodological proposal is based on participatory praxis (IEP/IAP), which is essential for overcoming cultural engineering and ensuring axiological coherence. Through dialogue and consensus, the educational community becomes the protagonist of its own change. Finally, it is argued that the construction of an institutional educational culture requires participatory, inclusive, and dialogical processes capable of addressing conflict and promoting participation, justice and solidarity. In this sense, educational pastoral care is configured as an engine of cultural and social transformation, in contrast to the fragmentation imposed by the neoliberal model.
The article addresses the challenges of educational pastoral care in shaping a values-oriented organizational culture within Latin American educational institutions. It starts with the structural tension between the neoliberal paradigm and the humanistic mission of forming critical and upright citizens. In this framework, educational pastoral care is presented as an axiological counterpoint, articulated in three axes: integral and liberating education, promotion of human dignity, and the centrality of the Gospel as the foundation of values. The discussion is framed within the categories of analysis proposed by Schein (2017) and Díez (2006). It highlights the discrepancy between declared values and operational values, as well as the tension between functionalist approaches and socio-critical perspectives. The methodological proposal is based on participatory praxis (IEP/IAP), which is essential for overcoming cultural engineering and ensuring axiological coherence. Through dialogue and consensus, the educational community becomes the protagonist of its own change. Finally, it is argued that the construction of an institutional educational culture requires participatory, inclusive, and dialogical processes capable of addressing conflict and promoting participation, justice and solidarity. In this sense, educational pastoral care is configured as an engine of cultural and social transformation, in contrast to the fragmentation imposed by the neoliberal model.
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educational pastoral, axiological coherence, comprehensive education, institutional educational culture, pastoral educativa, coherencia axiológica, formación integral, cultura educativa institucional
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https://creativecommons.org/licenses/by-nc-sa/4.0