Educational Complexity at the Regional Level: Potential, Limitations, and Critical Projections of the RedFlexiva Platform
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Abstract
This article presents a critical analysis of RedFlexiva, a digital platform developed in Chile to support collaborative diagnosis and territorial articulation among educational communities. The initiative emerges in a context characterized by school system segmentation, territorial inequalities, and tensions between centralized educational policies and institutional autonomy.
The study examines the platform as a sociotechnical assemblage aimed at strengthening inter-institutional collaboration, drawing on a transdisciplinary framework that integrates complexity theory, critical sociology of education, second-order cybernetics, network science, and posthumanist perspectives. Methodologically, the article adopts a conceptual and documentary analysis of the platform’s design and operational principles.
The analysis addresses both its potential—regarding distributed agency, situated innovation, and the democratization of pedagogical knowledge—and its limitations, including the reproduction of inequalities, the concentration of network centrality, challenges in ethical data governance, and issues of institutional sustainability. The article concludes that RedFlexiva’s transformative capacity depends on sustaining principles of territorial equity, critical reflexivity, and community participation throughout its implementation and scaling.
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