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2025
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Universidad Nacional de Educación a Distancia (España). Escuela Internacional de Doctorado. Programa de doctorado en Educación
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Esta investigación analiza el significado y la aplicación de la interculturalidad en las políticas públicas educativas en Paraguay, con el objetivo de comprender su alcance real e identificar propuestas de mejora. La investigación parte del reconocimiento de que, si bien la interculturalidad ha sido formalmente incorporada en discursos normativos y programas institucionales, su implementación práctica continúa siendo limitada y, en muchos casos, restringida a un enfoque inclusivo y funcional vinculado exclusivamente a lo indígena y lo rural. Desde una perspectiva crítica, se adopta un enfoque etnográfico del análisis de políticas, articulando marcos teóricos como el constitucionalismo empírico, la pedagogía crítica y los estudios decoloniales. La metodología cualitativa incluye trabajo de campo, observación participante, entrevistas, cuestionarios y análisis documental. El estudio se estructura en tres casos que abordan distintas fases del ciclo de política educativa: el Diseño de la Estrategia de Transformación Educativa del Paraguay 2030 (evaluación ex ante), el desarrollo del programa FORMACAP-Aula Pyahu (evaluación in itinere), y la implementación de la Ley 3231/07 en la escuela indígena Juan Diego (evaluación ex post). Estos casos permiten identificar tensiones entre actores, desigualdades estructurales, y las estrategias de poder e influencias de los actores para formular e implementar los procesos decisionales. Los resultados evidencian la persistencia de una brecha entre el discurso normativo y las prácticas concretas, condicionada por factores políticos, culturales y sociales. La tesis concluye con una serie de propuestas orientadas a fortalecer una educación intercultural crítica, democrática y situada, que reconozca la diversidad epistemológica y contribuya a la justicia social en el país.
This research analyzes the meaning and application of interculturality in public educational policies in Paraguay, with the aim of understanding its actual scope and identifying proposals for improvement. The study starts from the recognition that, although interculturality has been formally incorporated into normative discourse and institutional programs, its practical implementation remains limited and, in many cases, is confined to an inclusive and functional approach linked exclusively to indigenous and rural contexts. From a critical perspective, the research adopts an ethnographic approach to policy analysis, articulating theoretical frameworks such as empirical constitutionalism, critical pedagogy, and decolonial studies. The qualitative methodology includes fieldwork, participant observation, interviews, questionnaires, and documentary analysis. The study is structured around three case studies addressing different phases of the educational policy cycle: the design of the Educational Transformation Strategy of Paraguay 2030 (ex-ante evaluation), the development of the FORMACAP–Aula Pyahu program (in itinere evaluation), and the implementation of Law 3231/07 at the Juan Diego Indigenous School (ex-post evaluation). These cases allow for the identification of tensions among actors, structural inequalities, and the power and influence strategies deployed by stakeholders in the formulation and implementation of decision-making processes. The findings reveal the persistence of a gap between normative discourse and concrete practices, shaped by political, cultural, and social factors. The thesis concludes with a series of proposals aimed at strengthening a critical, democratic, and context-sensitive intercultural education that recognizes epistemological diversity and contributes to social justice in the country.
This research analyzes the meaning and application of interculturality in public educational policies in Paraguay, with the aim of understanding its actual scope and identifying proposals for improvement. The study starts from the recognition that, although interculturality has been formally incorporated into normative discourse and institutional programs, its practical implementation remains limited and, in many cases, is confined to an inclusive and functional approach linked exclusively to indigenous and rural contexts. From a critical perspective, the research adopts an ethnographic approach to policy analysis, articulating theoretical frameworks such as empirical constitutionalism, critical pedagogy, and decolonial studies. The qualitative methodology includes fieldwork, participant observation, interviews, questionnaires, and documentary analysis. The study is structured around three case studies addressing different phases of the educational policy cycle: the design of the Educational Transformation Strategy of Paraguay 2030 (ex-ante evaluation), the development of the FORMACAP–Aula Pyahu program (in itinere evaluation), and the implementation of Law 3231/07 at the Juan Diego Indigenous School (ex-post evaluation). These cases allow for the identification of tensions among actors, structural inequalities, and the power and influence strategies deployed by stakeholders in the formulation and implementation of decision-making processes. The findings reveal the persistence of a gap between normative discourse and concrete practices, shaped by political, cultural, and social factors. The thesis concludes with a series of proposals aimed at strengthening a critical, democratic, and context-sensitive intercultural education that recognizes epistemological diversity and contributes to social justice in the country.
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Categorías UNESCO
Palabras clave
Interculturalidad, Políticas públicas, Etnografía, Pedagogía Crítica, Diversidad, Justicia social, Interculturality, Public policies, Ethnography, Critical pedagogy, Diversity, Social justice
Citación
Jiménez Morales, Jorge (2025). "Políticas públicas interculturales en Paraguay. Impacto en prácticas educativas y propuestas de mejora". [Tesis doctoral, Universidad Nacional de Educación a Distancia (España)]
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Escuela Internacional de Doctorado
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Grupo de innovación
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Programa de doctorado en Educación