Currículo flexible en contextos de emergencia en la I.E. Rural nuestra Señora Del Carmen, ubicada en Sardinata, Departamento de Norte de Santander.

Abstract

Throughout history, Colombia has been the setting of an armed conflict whose extension has affected multiple sectors of society as education. This context of violence has generated a series of challenges and threats for education sector in the subregion of Sardinata, Norte de Santander. Consequently, the United Nations Office for the Coordination of Humanitarian Affairs (OCHA), in its February and March Multi-Sector Initial Rapid Assessment (MIRA) reports, recommends strengthening Education in Emergencies through the updating and/or development of School Risk Management Plans (PEGIRE) to improve educational responses in emergency contexts. Therefore, promoting and implementing Education in Emergencies in crisis settings, such as armed conflict, is essential. Pérez (2014) argues that, despite decades of violence, Colombia has not effectively implemented Education in Emergencies within armed conflict contexts. Then, one of the principal gaps identified is the lack of adequate funding, as education in emergency situations has traditionally not been considered a humanitarian priority but rather a long-term development activity. In this context, the implementation of a flexible curriculum becomes particularly relevant. A flexible curriculum is understood as an approach that guarantees the right to access quality public education without being limited by students' physical, psychological, or emotional conditions. Moreover, it provides an alternative that enables teaching and learning processes to be adapted to the local context and to the specific needs of students affected by violence. This investigation propose to examine the current situation of the Rural Educational Institution Nuestra Señora del Carmen, located in Sardinata, a territory significantly affected by the armed conflict. The research seeks to understand teachers' practices related to the implementation of a flexible curriculum in contexts of social emergency. As a result, a qualitative research approach is adopted to explore the characteristics, experiences, and practices of teachers at the selected educational institution regarding the implementation of a flexible curriculum in emergency settings. Additionally, an interpretive perspective is employed to understand the social reality constructed by individuals based on their interpretations of their experiences and the meanings they attribute to the events affecting their lives (Martínez González, 2007).