Análisis de las políticas educativas colombianas (PEC), frente a la educación en economía social (EES), en la ciudad de Bogotá, durante el periodo de 1990 al 2015

Abstract

The Social Economy, is a proposal that emerges as a dilemma of change to the traditional economic and educational models, being a more efficient and effective alternative, before the inequality and inequality of the citizens in governments where the poverty is increased potentially in the absence of Economic and social opportunities, and where educational policies do not support the systematic development of citizens.

To a large extent, this is due to the irregularities generated by free competition in the markets that make up the traditional economy, which promote free competition. To mitigate the above risks, the organizations that belong to the Social Economy, become a palliative that correct the deviations of these factors (capital, labor and means of production), because the attributes of its mission are based on welfare and Development of the human being, who becomes the participatory actor of the agents who mobilize the economy, and the new posture of education for equity. Therefore, education is required to motivate and train these agents, and it is necessary that this be included in the educational policy of the country, as part of the visibility of the positive aspects of education in social economy.

The Social Economy as a factor of change of the relations between the men, tries to construct a collective thought, and it is necessary to recognize the way in which cultural values and practices, generate conditions so that a different way of relating beings Human, starting from the reflection of the community and the solidarity as a way of life. Therefore education is a determinant for society to allow cultural change where the citizen is permeable to the issues of justice and social equity, as Adela Cortina (1990, p.23) states "... We cannot forget that goods are by their nature social, an ethic of consumption is forced to decide that a form of consumption is unjust if the development of basic capacities in human beings is not allowed "(DANSOCIAL,2000)

Therefore, the educational process is due to the economic, political and social moments required by society, located at a historical moment like the current one, which requires training based on justice and equity, that ensures the well-being of the other and Of the community, to develop attitudes and practices that lead humanity towards the ideals of peace, solidarity and cooperation, in order to train people with democratic principles, respectful of human rights, community-minded, and with a deep feeling Responsibility for the Community benefit.

Therefore, the objective of this research is to analyze Colombian educational policies, as opposed to education in Social Economy in D.C. Of Bogota, during the period 1990 to 2015, with the aim that from the education is contributed to the collective action towards the equity of the Bogotanos.