Nociones de justicia: Un estudio al caso de los Colegios de Alto Rendimiento en Perú
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2023-03-28
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Pontificia Universidad Católica del Perú
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¿Cuáles son los criterios justos que guíen la distribución de un modelo
educativo? ¿A qué hace referencia el concepto de justicia? ¿Qué se puede
considerar justo? ¿Es la meritocracia un criterio justo para la distribución de
bienes sociales, especialmente, el de la educación que es un bien que debe ser
repartido equitativamente en la sociedad? En el 2010 se llevó a cabo la creación
del primer Colegio de Alto Rendimiento en Perú y para el 2015 se creó la Red de
Colegios de Alto Rendimiento que permitió la creación de 25 sedes en distintas
regiones del país. Este modelo está enfocado en alumnos superdotados con el
objetivo de potenciar sus habilidades y convertirlos en líderes educativos que
transfieran sus aprendizajes en sus respectivas zonas de influencia. Este modelo
el cual se basa en el criterio de la meritocracia es cuestionado desde la filosofía
política, específicamente, por los llamados comunitaristas como Michael Sandel
y Michael Walzer. ¿Cómo entonces se puede considerar justo este modelo
educativo si excluye a un sector vulnerable y desatendido por el Estado? Se
sostiene que por un lado se apoya este modelo basado en los resultados
positivos que ha mostrado en ciertos lugares; mientras que, por otro lado, desde
una perspectiva más teórica sobre la definición de justicia, podría considerarse
injusto a este modelo educativo. Así, entra en debate la eficiencia y los conceptos
de justicia y equidad. El caso de estudio muestra impactos positivos a nivel
individual, aunque no se han realizado estudios suficientes para analizar el
impacto a nivel integral.
What are the fair criteria that guide the distribution of an educational model? What does the concept of justice refer to? What can be considered fair? Is meritocracy a fair criterion for the distribution of social goods, especially education, which is a good that must be distributed equitably in society? In 2010, the first school for gifted students, “Colegio de Alto Rendimiento (COAR)” in Peru was created and by 2015 the “Red de Colegios de Alto Rendimiento” was created, which allowed the creation of 25 branches in different regions of the country. This model is focused on gifted students with the aim of enhancing their abilities and turning them into educational leaders who transfer their learning to their respective areas of influence. This model, which is based on the criterion of meritocracy, is questioned from political philosophy, specifically, by so-called communitarians such as Michael Sandel and Michael Walzer. How then can this educational model be considered fair if it excludes a vulnerable sector neglected by the State? It is argued that on the one hand this model is supported based on the positive results it has shown in certain places; while, on the other hand, from a more theoretical perspective on the definition of justice, this educational model could be considered unfair. Thus, efficiency and the concepts of justice and equity come into debate. The case study shows positive impacts at the individual level, although not enough studies have been carried out to analyze the impact at a comprehensive level.
What are the fair criteria that guide the distribution of an educational model? What does the concept of justice refer to? What can be considered fair? Is meritocracy a fair criterion for the distribution of social goods, especially education, which is a good that must be distributed equitably in society? In 2010, the first school for gifted students, “Colegio de Alto Rendimiento (COAR)” in Peru was created and by 2015 the “Red de Colegios de Alto Rendimiento” was created, which allowed the creation of 25 branches in different regions of the country. This model is focused on gifted students with the aim of enhancing their abilities and turning them into educational leaders who transfer their learning to their respective areas of influence. This model, which is based on the criterion of meritocracy, is questioned from political philosophy, specifically, by so-called communitarians such as Michael Sandel and Michael Walzer. How then can this educational model be considered fair if it excludes a vulnerable sector neglected by the State? It is argued that on the one hand this model is supported based on the positive results it has shown in certain places; while, on the other hand, from a more theoretical perspective on the definition of justice, this educational model could be considered unfair. Thus, efficiency and the concepts of justice and equity come into debate. The case study shows positive impacts at the individual level, although not enough studies have been carried out to analyze the impact at a comprehensive level.
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Educación--Perú, Justicia--Perú, Mérito (Ética)--Perú
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