Critical perspectives on power dynamics in education. The case of Félix Henao Botero educational institution

Abstract

At the Félix Henao Botero Educational Institution, a detailed analysis of power relations was carried out, highlighting their influence on daily educational life and the school culture in general. The complexity of power relations was identified, extending beyond formal structures of authority and affecting the participation and well-being of community members. Empirical observations were linked to theories of power such as symbolic, disciplinary, and emancipatory power, providing analytical tools to understand power dynamics within the institution. It was evidenced how power relations shape access to resources, participation, and educational quality, leading to exclusion and inequality, emphasizing the need to question and transform these dynamics. Proposals were put forward to promote a more inclusive and equitable school culture, emphasizing the importance of active participation, education for empowerment, dialogue, respect, and the implementation of emancipatory pedagogical practices. The conclusions highlighted the urgency of redefining power relations in education, emphasizing that the proposed actions offer a path towards a more democratic, respectful, and inclusive school environment