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Este trabajo identifica y lleva a reflexionar desde una perspectiva local algunos temas relacionados con la educacion, y que no siempre se abordan desde una vision macro y nacional. Tiene sus bases en el ejercicio practico de gestion de la educacion desde un territorio especifico a lo largo de 13 meses, en los cuales, a traves de la observacion, -eje transversal metodologico-, se incorporo la experiencia como categoria cientifica de analisis. Si bien, la politica publica educativa busca garantizar una educacion integral de calidad con cobertura, derechos e innovaciones curriculares, esta tiene sus bases en la aplicabilidad de dichos mandatos en el territorio. Entonces, pensar la educacion desde el territorio es pensar, la ciudad, el desarrollo urbano, la construccion de ciudadania y el tema del cuidado del ambiente como elementos fundamentales en el desarrollo del proceso educativo y desde ahi se pudo mirar, como la aplicacion de estas acciones garantizan la educacion inclusiva y de calidad sin que se la mire, unicamente como una actividad de transferencia, sino de transformacion y desarrollo en la vida de quienes participan en este proceso, logrando construir conocimientos que les sirvan para su vida y la practica cotidiana.  Abstract This work identifies and leads to reflection from a local perspective on issues related to education, which are not always approached from a macro and national perspective. It is based on the practical exercise of managing education from a specific territory over a period of 13 months, in which, through observation -a transversal methodological axis-, experience was incorporated as a scientific category of analysis. Although, public education policy seeks to guarantee comprehensive quality education with coverage, rights, and curricular innovations, it is based on the applicability of these mandates in the territory. Therefore, to think of education from the territory is to think of the city, urban development, the construction of citizenship and the theme of caring for the environment as fundamental elements in the development of the educational process, and from there it was possible to see how the application of these actions guarantee inclusive and quality education without it being seen solely as an activity of transference, but of transformation and development in the lives of those who participate in this process, managing to build knowledge that will serve them for their life and daily practice.

ciencia unemi/ciencia unemi (en línea)

Hacia la construcción de una propuesta educativa situada en el territorio: Una mirada a la educación desde la perspectiva local.//To the construction of an educational proposal located in the territory: A perspective for education from the local perspective.