El liderazgo de Fe y Alegría: un paradigma óptimo y positivo para la calidad educativa en contextos de vulnerabilidad.

Abstract

The present study aims to demonstrate the coherence and effectiveness of the Fe y Alegría (FyA) pedagogical leadership model, consolidated after a two-year period of appropriation at the E.I. Juan Francisco Sarasti Jaramillo. The problem addressed lies in the persistent disconnection between leadership and the complex reality of schools in vulnerable environments, where a type of leadership that activates personal and community transformation through quality processes is required.The methodology employed is a qualitative case study, utilizing standardized questionnaires from the FyA Quality Improvement System, administered to various levels within the I.E. in Barrancabermeja. The 2025 data are contrasted with the prior 2017 evaluation, the socioeconomic context mean, and the FyA national average.The main results reveal significant progress in the perception of the leadership style and the formative support provided by adults (administrators and teachers), which validates the strengthening of internal capacities and alignment with the collegial paradigm. Critically, a decrease is identified in the local community’s valuation of the management style, signaling a gap in the articulation with the territorial environment.It is concluded that this model is a positive and optimal paradigm for high-complexity contexts. Its design, characterized by collegial, distributed, and contextualized leadership, ensures a continuous process of improvement. By addressing the territorial management gap, it inevitably projects towards quality education and social justice, thus constituting a significant experience for the thematic axis of the Congress.