Rendición de cuentas y trabajo docente: O cómo fraguar una identidad docente mercantilista
As part of the successive modifications to the legal framework that regulates the Mexican educational system, evidence-based accountability has become a new responsibility for basic level teachers. However, little is known about what it means for teachers, how they have assumed it, and even more, wh...
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| Autores principales: | , |
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| Formato: | Online |
| Lenguaje: | spa |
| Publicado: |
Centro de Investigaciones Interdisciplinarias de Filosofía en la Escuela (CIIFE)
2021
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| Acceso en línea: | https://revistas.uncu.edu.ar/ojs3/index.php/saberesypracticas/article/view/4598 |
| Sumario: | As part of the successive modifications to the legal framework that regulates the Mexican educational system, evidence-based accountability has become a new responsibility for basic level teachers. However, little is known about what it means for teachers, how they have assumed it, and even more, what effects it has caused in daily practice. For this reason, a study was carried out whose purpose was to analyze the effects of accountability in teaching work, with particular attention to the pedagogical dimension. Through semi-structured interviews with ten teachers of Public Schools in Mexico City, we found what we call a relative autonomy, limited and mediated by multiple normative provisions; the invention of realities as a strategy to comply with the delivery of reports and all kinds of evidence required by various authorities; a multitasking suitability, reflected in a multiplicity of activities beyond teaching; finally a mechanistic professionalization, that is to say, a constant search for courses and workshops on their own but always on instrumental topics and content. |
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