EDUCATION FOR HUMAN DEVELOPMENT EDUCATIONAL EQUITY AS A CHALLENGE AND OPPORTUNITY IN COLOMBIAN EDUCATION

Abstract

Colombian education, from the perspective of integral human development, takes as reference the capabilities approach and the need to overcome reductionist models focused solely on content transmission. Education, understood as a social practice, can become a driver of territorial transformation and the dignification of life. This process is developed through a dialectical and critical approach that acknowledges both the advances and the contradictions present in the educational system. A documentary and reflective analysis of public policies, pedagogical experiences, and territorial tensions is carried out to identify strengths, weaknesses, and opportunities for building a comprehensive educational model. The incorporation of gender equity and cultural diversity approaches, along with innovative experiences in rural and community education, are highlighted. However, territorial and socioeconomic gaps persist, as well as limitations in infrastructure and connectivity, and a technocratic focus that reduces education to standardized outcomes. There is also weak articulation between schools and local development projects, which restricts the transformative impact of education. Territorial equity and pedagogical innovation are identified as key elements to transform education in Colombia. The country’s cultural and geographic diversity requires differentiated policies that respond to the particularities of each region. Likewise, the articulation between public policies, communities, and schools can generate a real impact on the dignification of life. Finally, education, conceived as a practice of freedom and the expansion of capabilities, constitutes the most solid path toward achieving equitable and sustainable human development in Colombia.