Democracia participativa en la educación superior: manifestaciones desde la perspectiva docente

Elferes Mundaca Castañeda; Juan Pedro Soplapuco-Montalvo

doi:10.61286/e-rms.v4i.502

Authors

Elferes Mundaca Castañeda Universidad César Vallejo, Chiclayo, Perú https://orcid.org/0000-0001-8912-1404
Juan Pedro Soplapuco-Montalvo Universidad César Vallejo, Chiclayo, Perú https://orcid.org/0000-0003-4631-8877

DOI:

https://doi.org/10.61286/e-rms.v4i.502

Keywords:

higher education, teachers, governance, participation, participatory democracy

Abstract

Participatory democracy constitutes a significant component of governance and pedagogical relationships in higher education, particularly when there are difficulties regarding communication, representation, and decision-making. The aim of the study was to identify and characterize the manifestations of participatory democracy in university higher education from the comprehensive perspective of faculty members. A qualitative, descriptive study was conducted using a document analysis design. The information was obtained through the analysis of testimonies, statements, and publicly accessible documents disseminated via media outlets and social media, covering the period between March and May 2025. The analysis was conducted using qualitative categorization and content analysis, considering four dimensions: democratic participation in the classroom; decision-making and institutional frameworks; inclusion and pedagogical equity; and teacher leadership and shared responsibility. The findings identified difficulties regarding the effective participation of students and faculty in institutional processes, problems with communication and dialogue, disagreements among university stakeholders, and the public airing of conflicts via media outlets and social networks. Similarly, participation was understood as the opportunity to express positions and ensure they are considered in decision-making. It is concluded that participatory democracy transcends the formal existence of representation mechanisms and requires institutional conditions that foster dialogue, deliberation, inclusion, and shared responsibility among university stakeholders.

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