Sistematización de experiencias significativas de liderazgo directivo en la gestión de la Unidad Educativa Promoción Social Integral del Austro (Cuenca, Ecuador): un enfoque inclusivo, intercultural y curricular.

Abstract

The leadership of the school principal in educational management is crucial, as it ensures conditions that promote the quality of education, particularly in the context of Youth and Adult Education (EPJA). This study aimed to systematize significant experiences in educational leadership and institutional management. The main objective was to document meaningful leadership experiences in the management of "Promoción Social Integral del Austro" Educational Unit (Cuenca, Ecuador), focusing on a curricular, inclusive, and cultural approach that encompasses pedagogical, didactic, evaluative, and socio-community aspects, highlighting the transformative role of youth and adult education in the Ecuadorian context. The methodological guidelines were based on the socio-critical paradigm, with a qualitative approach and the systematization of experiences according to Jara (2018) as the primary methodology. Techniques such as participant observation, semi-structured interviews, and document review were also employed. These techniques were applied to the main protagonist of the experience. The most relevant information was recorded using a reconstruction experience sheet for formal education (previously validated through pilot testing). The results were organized, analyzed, and interpreted based on the categorization of the themes: Transformative Educational Management and Leadership from a curricular, inclusive, and cultural perspective, as well as their emerging subcategories revealed in the experience reconstruction process. This research will serve as a reference to improve the implementation of educational management strategies that address the needs of the EPJA context.