Políticas públicas de educación para la infancia en Colombia: 1968 – 2014, comprensiones de la infancia como sujeto social y educativo desde un análisis crítico del discurso

Abstract

This research asks: What are the understandings of childhood as a social and educational subject, as enunciated in the public policies of education for children (PPEI) in Colombia, from 1968 to 2014? It proposes to understand childhood as a social and educational subject from the standpoint of the PPEI in Colombia, from 1968 to 2014, through a critical analysis of the discourse (ACD). Thus, first the problem of understanding children as social and educational subjects was contextualized from the international normative framework of the MPEI in relation to the national normative context. Later, the state of the matter was developed from the review of doctoral research developed from the interdisciplinary field of Childhood Studies, with a documentary tracking by the United States, the European Union and Latin America, obtaining an approach to the current situation of the PPEI, in the international and national context. Thirdly, the categories Contemporary Society, Contemporary Childhood and PPEI were conceptually defined as a guide and support to research. Fourth, we present a methodological process from the qualitative paradigm with a hermeneutic approach and a method based on the Critical Discourse Analysis (CDA), through which it was possible to triangulate the written discursive corpus (selected Normative Documents) and the oral discursive corpus (interviews), in order to generate new interpretations and resignifications, The main contributions of the research to knowledge are to update and improve its statements from and to the PPEI, enriching their formulation in response to policy balances and challenges.