Percepciones y Experiencias de los Docentes Analistas en la Implementación del Sistema de Educación Relacional de Cundinamarca

The purpose of this study was to understand teachers-analysts’ perceptions, experiences, and coping strategies during the implementation of the Cundinamarca Relational Education System (SERC), as well as its impact on pedagogical practice and student retention. The research was conducted under the interpretive paradigm, using a qualitative descriptive–interpretive approach and a multiple case study design across five educational institutions in the department of Cundinamarca, Colombia, between 2021 and 2023. Participants included teachers-analysts and school administrators, selected based on their experience with the model and contextual diversity. Data was collected through semi-structured interviews, focus groups, and document analysis, and were analyzed using thematic analysis and methodological triangulation. The findings revealed that the implementation of the SERC fostered processes of personal and professional transformation among teachers by challenging their pedagogical beliefs and promoting dialogical, collaborative, and care-centered practices. Pedagogical relationality emerged as a central category that articulates trust, accompaniment, and meaning-making in classroom interactions. However, the implementation of the model was conditioned by institutional, organizational, and material factors, which posed significant challenges to its sustainability. In response to these constraints, teachers developed resilient strategies such as co-teaching, peer support networks, horizontal mentoring, and the adaptive use of digital technologies. As a key contribution, this study proposes the Relational Ecosystem of Teacher Learning (ERAD) as an analytical and practical framework aimed at strengthening situated professional development, teacher well-being, and the sustainability of relational pedagogical innovations in diverse educational contexts. This proposal highlights the relevance of relational approaches for educational innovation processes that prioritize human connection, professional agency, and contextual responsiveness.