Institutional Educational Project PEI.

Group: 17
UNIVERSITY OF THE ATLANTIC
1. What are the purposes that the MEN wants educational institutions to have?
What does Colombia expect to achieve with the implementation of the PEI?

Response:

The purposes that the Ministry of National Education (MEN) wishes for the institutions
they are the following:

a. Achieve the qualitative improvement of institutions (physical facilities, supplies,

teacher training.
b. Dynamize the institutional educational projects aimed at implementing the
articulation of secondary education with higher education, through agreements
interinstitutional.
c. Organize educational institutions in all their dimensions to implement
policies that allow it to become a complete educational institution in every aspect
its levels and educational modalities and articulated with higher education.
d. Implement the school government in institutions to rescue values and principles
democratic in the educational community and in Colombia.
Contribute to the update of the different study plans through strategies
curricular feedback that allows them to be at the forefront regarding the
advances in the discipline and the results of the research developed in
the institutional sphere.
Make scientific and technological developments visible through strategies that
allow the social appropriation of knowledge in specialized communities and
not specialized.
Encourage and promote in students attitudes and skills associated with the work.
investigative that allows them to approach in a reflective and methodical way to the
problems of knowledge, proceed systematically in the search and
construction of knowledge and implement knowledge critically and creatively
scientists and professionals to new situations or contexts.
h. Foster the development of students in all their dimensions, physical,
affective, cognitive, transcendent, social, and ecological.
i. Provide an excellent academic training that properly prepares the
students for higher education and their future working life.

2. What is the legal foundation or regulation of the PEI in Colombia? For

What? What is this regulation required for?

Response:

Legal Basis.
Political Constitution of Colombia 1991.

Article 67 defines:

1. Education is a right of the person and a public service that has a

social function; with it, the aim is to access knowledge, science, and technology
and to the other goods and values of culture.
Education will train Colombians in respect for human rights and peace.
and to democracy; and in the practice of work and in recreation for the
cultural, scientific, technological improvement and environmental protection.
The State, society, and the family are responsible for education, which will be
mandatory between the ages of 5 and 15, and will consist of at least one year
(1) of preschool and nine (9) of basic education.
4. Education will be free in state institutions, without prejudice to the collection of
academic rights to those who can afford them.
5. Corresponds to the regular state and exercise supreme inspection and oversight of the
education in order to ensure its quality, the fulfillment of its objectives and for
the best moral, intellectual, and physical training of students; to guarantee the
adequate coverage of the service and ensure that minors have the conditions
necessary for their access and permanence in the educational system.
6. The Nation and the territorial entities will participate in the direction, financing and
administration of state educational services, under the terms specified by the
constitution and the law.

Law 115 of 1994 General Education Law.

Article 1. Purpose of the Law.

Education is a process of ongoing, personal, cultural, and social formation.

that is based on a comprehensive conception of the human person, of their
dignity, of their rights and their duties.
2. This law sets forth the general rules for regulating the Public Service
Education fulfills a social function in accordance with needs and
interests of individuals, of the family, and of society.
3. It is based on the principles of the Political Constitution regarding the right to the
education that every person has, in the freedoms of teaching, learning,
research and teaching and in its capacity as a public service.
4. In accordance with Article 67 of the Political Constitution, define and
develops the organization and presentation of formal education in its
preschool, basic (primary and secondary) and middle, non-formal and informal,
targeted at children and adolescents of school age, adults, farmers, groups
 ethnic groups, to people with physical, sensory and mental limitations, with
exceptional abilities and people requiring social rehabilitation.
5. Law 715 of 2001 Article 3.
Formation of the General Participation System.
Chapter III. Of Educational Institutions, the Principals, and Resources;
Educational Institutions.
Directores.
Definition of Educational Service Funds. Article 13. Procedure
of Contracting Educational Services Funds. Article 14. Management
Budget of the Educational Service Funds.
6. Regulatory Decree
Decree 2277 of September 14, 1979, called the Teacher Statute, is
they adopt regulations regarding the practice of the teaching profession.
7. Decree 1860 of August 3, 1994, partially regulates Law 115 of
94, in the general pedagogical and organizational aspects.
Decree 1743 of August 3, 1994, establishes the education project.
environmental for all levels of formal education, criteria are established for the
promotion of non-formal and informal environmental education is established
coordination mechanisms between the Ministry of National Education and the
Ministry of the Environment.
Decree 2150 of December 5, 1995, regulations are eliminated and reformed.
unnecessary procedures or paperwork existing in the Public Administration.
10. Decree 907 of May 23, 1996, regulates the exercise of the supreme
inspection and oversight of public educational services and other provisions are enacted
provisions.
11. Decree 1082 of November 18, 1996, regulates educational assistance.
for people with limitations or with exceptional abilities or talents.
Decree 2247 of September 11, 1997, establishes regulations regarding the
provision of preschool educational services and other provisions are made
provisions.
13. Decree 1278 of June 19, 2002, establishes the professionalization statute.
teacher. Decree 1850 of August 13, 2002, regulates the organization of
the school day and the working day of educational managers and teachers of the
state educational institutions of formal education, managed by
the certified departments, districts, and municipalities, and other provisions are issued
provisions. Decree 3020 of December 10, 2002, establishes the criteria
and procedures for organizing the staff of teaching and administrative personnel
of the State Educational Service provided by territorial entities and established
other provisions. Decree 1286 of April 27, 2005, establishes rules
about the involvement of parents in the improvement of the
educational processes of public and private institutions are adopted
 Other provisions. Decree 4500 of December 19, 2006, are established
standards on religious education in official and private institutions
of preschool, basic and secondary education in accordance with Law 115 of 94 and the
Law 133 of 94. Decree 4791 of December 19, 2008, is regulated.
partially articles 11, 12, 13, and 14 of Law 715 of 2001 in relation to
the fund for Educational Services of state educational institutions.
Decree 1290 of April 16, 2009, which regulates the evaluation of
learning and promotion of students in basic education levels
media.

There are many regulations that govern education in Colombia, starting with the
Constitution of '91 that defines the man and the society we must form and education.
what is required to achieve it.

However, it is decree 1860 of 94 that regulates the previous law and among so many
aspects:

Define the contents of the PEI, guides its purposes and advocates for its adoption and
obligation.
Organizes education by cycles, grades, grade groups, and levels of
formal education.
Establish the criteria for the restructuring of the coexistence manual.
Establishes and regulates what is called the school government, creates its bodies and
functions.
It guides the pedagogical projects, area projects, and curriculum.
Establish the principles of evaluation and school performance.

3. The PEI is composed in its entirety by certain Dimensions and some

Components.
The dimensions are:
Communication

Response:

a) Communication: Communication is a fundamental tool within the project,

since, as a human expression, it is the mechanism for participation, the
negotiation and collective decision-making.
The communicative dimension must demonstrate the close correspondence between the
thinking, saying, and doing, by each and every one of the actors and members
from the educational community, so that it is real and effective.
b) Participation: Participation is one of the fundamental tools for the
construction of the PEI. Through it, the other processes are developed and
 enables the exercise of autonomy, of new forms of coexistence, of
acquisition and construction of meaningful learning.
Participation, in the school context, implies the search for new ways of
relationship between the different members of the educational community, the construction and
the exchange of knowledge, meaningful learning processes and the
transformation of spaces and methods of research, work, and production.
With real participation, each and every member of the community
educational is considered valid interlocutors, able to pose problems, of
to seek solutions, to explore the environment, to discover alternatives, to create and innovate
knowledge and culture.
Participation enhances the production of knowledge, respect for
different ideas, the appreciation of one's own culture, the experience of love, the
responsibility and commitment to oneself and to others.
According to the role it plays within the educational project and the degree of
commitment that each member or sector of the community has acquired
educational, access the different levels and forms of participation.
Ethnic groups, educational institutions must take into account that the
participation of all members of your community, allows to substantiate the
cosmovision, diversity, interculturality, the strengthening of the language
maternal and territorial belonging, which are fundamental within their
life project.
c) Research: Research, understood as a competence inherent to being
human that enables the discovery and orientation of their work
intended, it is a process that must be present throughout the entire construction and
development of the Institutional Educational Project.

Research allows for the understanding of reality and the identification of the
social forces, the critical analysis of needs and the relationships that are
intersect in the human experience to generate options for change. This
therefore involves a conception of the human being, of society, of knowledge,
of culture y of communication.

Research, as has already been said, is a tool that allows the

educational community to make a reliable diagnosis, interpret reality and
establish strategies to carry it out, identify causes, effects, trends and socialize
their findings.
d) Analysis and Reflection: For the development of this process, it is necessary that everyone
members of the educational community commit themselves through reflection
analysis of your reality and conceptualize on the aspects that guide the
construction of the PEI, such as
 The philosophical, anthropological (historical, ethical and
psychological) sociological, epistemological, pedagogical to identify
who we are, what we want, where we are going, among others.
The investigation of your surroundings and own reality, through a diagnosis
reality where their needs, expectations, dreams, and
aspirations, both of the institution and of the local community.
The pedagogical guidelines that will govern the everyday actions of the
institution, consistent with its philosophy and the current demands of
learning and human development.
The new forms of management and administration, school organization,
planning schedule evaluation monitoring y relationships
inter-institutional and inter-sectoral.

The analysis and reflection of the community must be ongoing, developing

study sessions, work tables, conferences, among others, which
will allow to grow and qualify both the theory and the action of each one of the
members of the educational community.

Examples:

a) Communication: Promote the fulfillment of rights and duties

students, for which internal communication means can be used
establishment, request the collaboration of the student council, organize forums or
other forms of deliberation.
b) Participation: Involve the educational community in the pedagogical process
oriented towards productivity and improving the quality of life of the community
educational. Participation is simultaneously a means and an end.
c) Research: Allow access to knowledge, science, technology, and others
assets and values of culture, the promotion of research and encouragement of
artistic creation in its different manifestations.
d) Analysis and Reflection: The institution transmits passion, contagious to its community
educational with its enthusiasm and joy, to work for the learning of the
students, in everything they do, they embody the objectives and meaning of learning,
to ensure that students learn and that what they have learned serves them for
all my life.