Aproximación teórica sobre la implicación valórica en los proyectos educativos institucionales: una comparación Chile-Venezuela

Abstract

The investigation conducted by its general objective sought to compare institutional educational projects developed by Chile and Venezuela in its characterization and axiological relationship with the environment, seeking to uncover differences on value implications within arranged for the development of these projects educational policies. Concern arises in the evolution of values and practices proposed school projects and contextualization generating weaknesses in the educational action. From the postulates of Aristotle and Kant’s theoretical platform that initiates the axiological approach that transverse the entire study, from which the comparative theoretical reference is constructed, for that digital media information published online is collected is constructed, in addition to research results contained in repositories of universities of both countries. The data analysis was performed using the technique of content analysis, applying constant comparisons, allowing select and rank categories (premises) for subsequent interpretation-abductive argument following the Aristotelian references, this allowed to structure the results into four categories: moral autonomy, ethical responsibility value-based institutional culture and axiology directive. These categories were applied to the review of the Institutional Educational Projects and raised others. The results demand the valoric awareness of the philosophical conception of the Project; since the valoric involvement in Chile is oriented to the results of the areas evaluated by standardized tests with economic interest and Venezuela to the ideals of political partisan interest; both countries divert valoric essence.