LA PARADOJA DE LA MEDICIÓN EN JUSTICIA RESTAURATIVA ESCOLAR: CONFUSIÓN CONCEPTUAL, DESAFÍOS EVALUATIVOS E IMPLICACIONES DE EQUIDAD

Autores/as

  • Javier Alberto Serrano Iñiguez
  • José Elías González Ramírez
  • Aleidy J. Amorocho

DOI:

https://doi.org/10.56219/lneaimaginaria.v25i1.5846

Palabras clave:

justicia restaurativa escolar, Paradoja de medición, Equidad racial, Epistemologías indígenas, Evaluación culturalmente responsiva

Resumen

La justicia restaurativa se ha expandido globalmente como alternativa a la disciplina escolar punitiva, pero desafíos fundamentales de medición socavan su base empírica. Esta revisión conceptual examina cómo las ambigüedades definitorias y paradojas de medición en justicia restaurativa escolar afectan resultados de equidad y fidelidad de implementación. Analizamos 48 documentos centrales de Scopus y Web of Science (2000-2025) mediante síntesis temática conceptual y problematización teórica. Emergieron cinco paradojas interconectadas: (1) la ambigüedad definitoria refleja proyectos políticos en competencia, no imprecisión técnica; (2) las prácticas restaurativas pueden perpetuar disparidades raciales cuando se desconectan de marcos antirracistas; (3) requisitos de fidelidad imponen uniformidad colonial contradiciendo principios indígenas de adaptación contextual; (4) instrumentos actuales privilegian performance adulta sobre transformación estudiantil; (5) la imposibilidad de medición constituye apertura generativa, no obstáculo. La paradoja de medición representa no un problema técnico sino tensiones epistemológicas fundamentales entre epistemologías restaurativas indígenas y demandas institucionales occidentales de estandarización. Estas tensiones determinan activamente quién se beneficia de prácticas restaurativas y cómo se implementan. Proponemos un marco multinivel (filosófico, político, programático, práctico) que reconceptualiza paradojas de medición como tensiones productivas en lugar de obstáculos. Este marco permite evaluación culturalmente responsiva que fortalece el potencial transformador de la justicia restaurativa para comunidades escolares marginadas.

 

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Biografía del autor/a

Javier Alberto Serrano Iñiguez

Secretaría de Educación

Neiva, Huila.

Colombia

José Elías González Ramírez

Secretaría de Educación

Neiva, Huila,

Colombia

Aleidy J. Amorocho

Universidad de Manizales

Manizales, Caldas

Colombia

Citas

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Publicado

2026-07-17

Cómo citar

Javier Alberto Serrano Iñiguez, José Elías González Ramírez, & Aleidy J. Amorocho. (2026). LA PARADOJA DE LA MEDICIÓN EN JUSTICIA RESTAURATIVA ESCOLAR: CONFUSIÓN CONCEPTUAL, DESAFÍOS EVALUATIVOS E IMPLICACIONES DE EQUIDAD. LÍNEA IMAGINARIA, 1(25). https://doi.org/10.56219/lneaimaginaria.v25i1.5846

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Vol. 1 Núm. 25 (2026): LÍNEA IMAGINARIA (Edición Contínua)

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