Hacia un modelo hermenéutico de competitividad educativa

Abstract

This study addressed the gap between theoretical strategic planning and its practical application at Colegio San José de Cúcuta, a Colombian public institution impacted by fragmented management, resistance to change, and competitiveness reduced to quantitative metrics. Objective: The central problem lay in the disconnection between normative models (e.g., Kelsen) and the real needs of the educational context, aggravated by one-way communication and the exclusion of teachers and families from decision-making. Methodology: The research adopted a hermeneutic approach, integrating semi-structured interviews with four key informants (teachers, coordinator and management representative), participant observation of institutional activities, and documentary review (PEI, management reports). This triangulation allowed for contrasting narratives with observed practices, following Gadamer's (1998) principle of interpretive dialogue. Results: Additionally, foresight simulations were conducted to anticipate future scenarios (e.g., impact of migration on classrooms). The analysis revealed that the rigidity of theoretical models (normative, rationalist) limits adaptation to adverse socioeconomic realities, while emerging strategies such as self-managed pedagogical projects by teachers lack systematization. To overcome this, a hybrid model was proposed based on four pillars: Applied hermeneutics: Continuous dialogue to reinterpret the PEI from local practices (e.g., school gardens). Systemic competitiveness: An index that integrates academic metrics with organizational climate and family satisfaction. Co-responsible participation: Digital platforms and working groups to co-create strategies. Contextual connection: Partnerships with local actors (NGOs, universities) and adaptation to vulnerable environments. Conclusion: It is highlighted that educational competitiveness is a co-created process, not a static end. It was demonstrated that metrics such as the Saber tests are insufficient if they ignore human factors (e.g., teacher well-being), and that two-way communication is key to innovation. The study suggests that similar institutions replace verticality with shared responsibility, using tools such as the proposed Index and foresight simulations.