Coherencia entre el modelo pedagógico conceptual del PEI y las prácticas docentes de lengua castellana en la IED Las Mercedes–San Pablo: Un estudio de caso

Abstract

This case study analyzes the implementation of the conceptual pedagogical model declared in the Institutional Educational Project (PEI) of the Las Mercedes–San Pablo Educational Institution, located in Barranquilla, in the area of ​​Spanish Language Arts. The central objective is to understand the tensions between the institutional model and actual pedagogical practices, identifying barriers and opportunities that affect its adoption. A qualitative approach with an intrinsic case study design was adopted, using techniques such as a review of the PEI and lesson plans, a survey of Spanish Language Arts teachers, and classroom observations. The results were triangulated to ensure interpretive rigor. The findings show that, although the conceptual model is formally adopted in the institutional documents, its application in the classroom is partial and fragmented, conditioned by three main factors: the lack of ongoing teacher training, the persistence of traditional assessment practices focused on memorization, and the adverse socioeconomic conditions of the students. It is concluded that coherence between the Institutional Educational Project (PEI) and practice requires operational clarification of the model, systematic pedagogical support, assessment focused on cognitive processes, and contextualized strategies. This study contributes to the line of research in pedagogy, assessment, and curriculum, offering evidence transferable to institutions with similar characteristics.