Sistematización de la Experiencia: "Agendas de Conocimiento" como Estrategia de Gestión Educativa en el Colegio Salesiano Juan del Rizzo, Bogotá, Colombia

Abstract

The present systematization documents and analyzes the experience “Knowledge Agendas” designed at the Salesian School Juan del Rizzo (CSJR) in Bogotá. This strategy, aligned with the Institution’s Guiding Horizon, is conceived as a knowledge management mechanism to coherently articulate pedagogical projects, improve educational practices, and foster innovation. The study, qualitative in nature and with a systematization-of-experiences design, is developed under the postulates of Muro and Serrón (2007) on “Oriented Research Agendas” and is articulated with the normative framework of the right–duty to education in Colombia3. Through documentary analysis of the Institutional Educational Project (PEI), the guidelines of the Guiding Horizon, and specialized theoretical frameworks inherent to these methodologies, the foundations, operational structure, and initial impacts of the strategy are identified. The results show that the “Knowledge Agendas” function as a roadmap that organizes pedagogical work into priority thematic axes, promoting distributed leadership, collaborative work, and critical reflection on teaching practice and on the educational purposes that the student must achieve. However, the evaluation of the constructed agendas shows that the teaching community has difficulties in epistemologically identifying the correct technique for project formulation, for the generation of research questions and problems, hypotheses, and didactic strategies for project development, which made it possible to identify an urgent need in the institutional teacher training pathway to strengthen these capacities. Likewise, it is evident that the use of various text-generating Artificial Intelligences was employed, but incorrectly, which was also identified as a training need for education in the academic and ethical use of AI in the educational field. It is concluded that this experience is a replicable model of knowledge management that strengthens institutional identity, optimizes teaching–learning processes, and projects a quality, relevant, and innovative Salesian education in the face of the siren songs regarding Colombia’s entry into the so-called “Knowledge Societies.”