La participación social en la reforma educativa en México 2012-2018
This essay examines how participation in schools was formulated in the educational reform undertaken in Mexico in 2012-2018. The intention is to know some of the main implications derived from its conception as a means to strengthen public, secular and free education, to ensure greater equity in acc...
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| Formato: | Online |
| Lenguaje: | spa |
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Universidad de Costa Rica
2020
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| Acceso en línea: | https://revistas.ucr.ac.cr/index.php/aie/article/view/43673 |
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| _version_ | 1804220734287904768 |
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| author | Zurita Rivera, Ursula |
| author_facet | Zurita Rivera, Ursula |
| author_sort | Zurita Rivera, Ursula |
| collection | Revista Actualidades Investigativas en Educación (AIE) |
| description | This essay examines how participation in schools was formulated in the educational reform undertaken in Mexico in 2012-2018. The intention is to know some of the main implications derived from its conception as a means to strengthen public, secular and free education, to ensure greater equity in access to quality education, to strengthen the management capacity of schools, establish the evaluation of the different components of the educational system and establish the professional teaching service that would converge in the implementation of the Project from the School to the Center and the New Educational Model. The central assumption is that the instrumental and pragmatic vision of participation was materialized in the schools through the operation of the Educational Reform Program, the Full-Time Schools Program, and the School Coexistence Program, quickly revealing the contradictions and limitations of the reform in this matter. The essay expresses that this conception preserved and strengthened the preeminence of the Mexican State in participatory processes, the production, and reproduction of a pseudo-social autonomy, as well as a subordinate, simulated, and passive participation, anchored in a vertical, bureaucratic and hierarchical logic of the Mexican educational system. Undermining the autonomous and independent expressions of actors such as parents and students who have historically been subordinated and made invisible despite their potential contribution to the expansion and deepening of the right to education, education for democratic life, and educational inclusion. |
| format | Online |
| id | INIE-RAIE-article-43673 |
| institution | Instituto de Investigación en Educación (INIE) |
| language | spa |
| publishDate | 2020 |
| publisher | Universidad de Costa Rica |
| record_format | ojs |
| spelling | INIE-RAIE-article-436732021-06-10T16:09:33Z Social participation in educational reform in Mexico 2012-2018 La participación social en la reforma educativa en México 2012-2018 Zurita Rivera, Ursula social participation education reform Mexico participación social reforma educativa México This essay examines how participation in schools was formulated in the educational reform undertaken in Mexico in 2012-2018. The intention is to know some of the main implications derived from its conception as a means to strengthen public, secular and free education, to ensure greater equity in access to quality education, to strengthen the management capacity of schools, establish the evaluation of the different components of the educational system and establish the professional teaching service that would converge in the implementation of the Project from the School to the Center and the New Educational Model. The central assumption is that the instrumental and pragmatic vision of participation was materialized in the schools through the operation of the Educational Reform Program, the Full-Time Schools Program, and the School Coexistence Program, quickly revealing the contradictions and limitations of the reform in this matter. The essay expresses that this conception preserved and strengthened the preeminence of the Mexican State in participatory processes, the production, and reproduction of a pseudo-social autonomy, as well as a subordinate, simulated, and passive participation, anchored in a vertical, bureaucratic and hierarchical logic of the Mexican educational system. Undermining the autonomous and independent expressions of actors such as parents and students who have historically been subordinated and made invisible despite their potential contribution to the expansion and deepening of the right to education, education for democratic life, and educational inclusion. En este ensayo se examina cómo la participación en las escuelas fue formulada en la reforma educativa emprendida en México en 2012-2018. La intención es conocer algunas de las principales implicaciones derivadas de su concepción como un medio para fortalecer la educación pública, laica y gratuita; asegurar una mayor equidad en el acceso a una educación de calidad; fortalecer la capacidad de gestión de las escuelas; instaurar la evaluación de los distintos componentes del sistema educativo y establecer el servicio profesional docente, los cuales confluirían en la implementación del Proyecto de la Escuela al Centro y del Nuevo Modelo Educativo. El presupuesto central es que la visión instrumental y pragmática de la participación se materializó en las escuelas a través de la operación del Programa de la Reforma Educativa, el de Escuelas de Tiempo Completo y el de Convivencia Escolar, develando rápidamente las contradicciones y limitaciones de la reforma en esta materia. El ensayo expresa que esa concepción preservó y fortaleció la preminencia del Estado mexicano en los procesos participativos, la producción y reproducción de una seudo autonomía social, como también, de una participación subordinada, simulada y pasiva, anclada en una lógica vertical, burocrática y jerárquica del sistema educativo mexicano. En menoscabo de expresiones autónomas e independientes de actores, como padres de familia y alumnado que históricamente han sido supeditados e invisibilizados a pesar de su potencial contribución a la ampliación y profundización del derecho a la educación, la educación para la vida democrática y la inclusión educativa. Universidad de Costa Rica 2020-09-01 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Ensayos texto application/pdf text/html https://revistas.ucr.ac.cr/index.php/aie/article/view/43673 10.15517/aie.v20i3.43673 Actualidades Investigativas en Educación; Vol. 20 No. 3 (2020): (Setiembre - Diciembre); 28 Actualidades Investigativas en Educación; Vol. 20 Núm. 3 (2020): (Setiembre - Diciembre); 28 Actualidades Investigativas en Educación; v. 20 n. 3 (2020): (Setiembre - Diciembre); 28 1409-4703 spa https://revistas.ucr.ac.cr/index.php/aie/article/view/43673/43765 https://revistas.ucr.ac.cr/index.php/aie/article/view/43673/44077 Derechos de autor 2020 Ursula Zurita Rivera |
| spellingShingle | social participation education reform Mexico participación social reforma educativa México Zurita Rivera, Ursula La participación social en la reforma educativa en México 2012-2018 |
| title | La participación social en la reforma educativa en México 2012-2018 |
| title_alt | Social participation in educational reform in Mexico 2012-2018 |
| title_full | La participación social en la reforma educativa en México 2012-2018 |
| title_fullStr | La participación social en la reforma educativa en México 2012-2018 |
| title_full_unstemmed | La participación social en la reforma educativa en México 2012-2018 |
| title_short | La participación social en la reforma educativa en México 2012-2018 |
| title_sort | la participacion social en la reforma educativa en mexico 2012 2018 |
| topic | social participation education reform Mexico participación social reforma educativa México |
| topic_facet | social participation education reform Mexico participación social reforma educativa México |
| url | https://revistas.ucr.ac.cr/index.php/aie/article/view/43673 |
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