¿Reformar sin los docentes?: identidad profesional, resistencia y mediación a la reforma de la educación secundaria en Perú
DOI:
https://doi.org/10.34236/rpie.v13i14.270Palabras clave:
Accountability educacional, autonomía profesional docente, profesionales de la educación, reforma educativaResumen
¿Puede una reforma educativa ignorar la agencia y la mediación de los docentes? ¿Cómo se siente que los profesionales docentes al ser asumidos como ejecutores de programas diseñados por los hacedores de política? Bajo estas premisas, este articulo tiene como objetivo explorar y analizar las respuestas e imaginarios sobre el profesionalismo y la mediación y resistencia de los docentes de secundaria hacia la política de sesiones estandarizadas diseñada por el Ministerio de Educación (MINEDU) en el contexto de la implementación de la Jornada Escolar Completa (JEC). El caso proporciona un ejemplo de libro de texto de una reforma jerárquica basada en los enfoques neoliberales de diseño único y accountability de vigilancia a la fidelidad de implementación implementados en un contexto particular de duras condiciones laborales y desprofesionalización de los docentes de secundaria.
Este articulo está basado en una investigación exploratoria producto de un trabajo de campo en profundidad en dos escuelas secundarias rurales. Los hallazgos muestran que en el contexto de la reforma JEC el rol profesional docente se reconfigura en todas sus dimensiones: juicio profesional, ejercicio de identidad y autovaloración y posturas políticas. Los docentes reaccionan a este desafío en su agencia profesional mediante la construcción de respuestas contradictorias hacia la reforma y acciones de resistencia a la implementación impulsadas por imperativos competitivos en su discurso. Además, los hallazgos muestran que en el contexto de las escuelas rurales JEC dadas las condiciones de alta inequidad y reto el rechazo a la reforma y sus puntos débiles son usados para reforzar el uso de estrategias profesionales negativas como el absentismo, la alienación y desconfianza hacia las propuestas del MINEDU.
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