Contextualized integral educational management to strengthen teaching and learning processes in primary education

Abstract

Introduction: Contextualized educational management offers an alternative for connecting curriculum, social participation, and territorial characteristics in rural settings. Objective: To analyze the contribution of a contextualized integral educational management strategy to strengthening teaching and learning processes in primary education at the Cruz Loma Educational Network, Coroico Educational District, Bolivia. Methods: A socio-critical study with a mixed-method approach and qualitative predominance was conducted through Participatory Action Research organized into two cycles during 2023 and 2024. Participant observation, in-depth interviews, reflection circles, surveys, and documentary review were used. Results: Good/very good ratings of family participation increased from 28% to 67% in planning, from 39% to 69% in implementation, and from 44% to 67% in evaluation. Student participation increased from 73% to 83%, Educational Council participation from 17% to 50%, curricular articulation with the Socio-Community Productive Project from 71% to 83%, and perceived community impact from 6% to 61%. The institutional average increased from 77.15 in 2022 to 80.99 in 2024. Conclusions: The integration of management, curriculum, and community favored more participatory and contextualized educational conditions, although the design does not allow exclusive causality to be attributed to the strategy.