Educational public policies as complex systems: analysis of todos a aprender program and PTA/FI 3.0 colombia
DOI:
https://doi.org/10.71112/61938415Keywords:
Complexity, Epistemology, Public Policy, Teacher Training, TerritorialityAbstract
This article analyzes the Todos a Aprender Program (PTA) and its transition to the Tutorial Program for Learning and Integral Education (PTA/FI 3.0) as a complex systemic configuration of educational public policy in Colombia. Using a qualitative interpretive approach, documentary analysis and ATLAS.ti coding were applied to identify categories related to implementation, territoriality, teacher training, governance, and systemic tensions. Findings reveal that the policy does not operate linearly but through emergent dynamics shaped by contextual conditions. Structural tensions between centralization and autonomy, as well as standardization and contextualization, are also identified. The study concludes that PTA/PTAFI not only intervenes in the educational system but also produces knowledge frameworks that shape pedagogical practices. It contributes a non-reductionist perspective by integrating complexity theory and the epistemology of educational policy.
Downloads
References
Apple, M. W. (2019). Ideology and curriculum (4th ed.). Routledge. DOI: https://doi.org/10.4324/9780429400384
Ball, S. J. (2021). The education debate (4th ed.). Policy Press. DOI: https://doi.org/10.56687/9781447360148
Bayona-Rodríguez, H., Jiménez, J., López Rodríguez, N. M., & Salazar Blanco, C. P. (2023). Una década del Programa Todos a Aprender. Universidad de los Andes. DOI: https://doi.org/10.51570/Educ202301
Biesta, G. (2022). World-centred education. Routledge. DOI: https://doi.org/10.4324/9781003098331
Byrne, D., y Callaghan, G. (2014). Complexity theory and the social sciences. Routledge. DOI: https://doi.org/10.4324/9780203519585
Cairney, P. (2020). Understanding public policy (2nd ed.). Palgrave Macmillan.
Díaz, S. M., Barreira, C., & Pinheiro, M. R. 2016). Evaluación del programa Todos a Aprender.
Fischer, F. (2003). Reframing public policy. Oxford University Press. DOI: https://doi.org/10.1093/019924264X.001.0001
Gómez, S. (2024). El efecto del programa Todos a aprender: Una evaluación de impacto con tratamiento jerárquico multivaluado.
MEN, M. d. (2022). Programa Todos a Aprender. Policy Press.
MEN, M. d. (2024). PTA FI 3.0.
Morin, E. (2007). Introducción al pensamiento complejo. Gedisa.
Nacional., M. d. (2024). Programa de Tutorías para el Aprendizaje y la Formación Integral (PTA/FI 3.0).
OCDE. (2020). Education at a glance.
Reyes, S. M. (2021). La tutoría del Programa Todos a Aprender en la formación continua de docentes: Estudio de caso. Revista Educación, 45(2).
Rizvi, F., & Lingard, B. (2020). Globalizing education policy (2nd ed.). Routledge.
Tello, C. (2019). Epistemología de la política educativa.
UNESCO. (2022). Programas de formación docente en América Latina.
Vargas, C. E. (2023). El programa Todos a Aprender como estrategia para el fortalecimiento de las habilidades docentes.
Verger, A., Novelli, M., & Altinyelken, H. K. (2018). Global education policy. Routledge.
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Jorge Fajardo Molinares (Autor/a)
This work is licensed under a Creative Commons Attribution 4.0 International License.
