Understanding Educational Policy in Mexico from a Compulsory and Higher Education Teachers´ Perspective
Wedi'i Gadw mewn:
| Awdur: | |
|---|---|
| Fformat: | artículo original |
| Statws: | Versión publicada |
| Dyddiad Cyhoeddi: | 2020 |
| Disgrifiad: | This study analyzes the various meanings that teachers have incorporated into the subject of educational policy. Theoretical perspective position educational policy as a cross-cutting field involving politics and aimed at constructing social identity. The methodology was qualitative, interpretative and descriptive. The techniques employed was a questionnaire and data processing were based on discourse analysis. The study participants included 90 compulsory and higher education teachers in the city of Puebla. Based on the conclusions, educational policies have a restricted scope that do not resolve the problems, complexities and conflicts of actual educational scenarios and is not aligned to the subjectivities and beliefs of the faculty when dealing with educational matters and in their role as the main ethical-political proponents. This situation may lead to several consequences: the role of teachers will not be acknowledged as enforcers of educational policies, which can be an obstacle to achieving educational goals. Furthermore, teachers may be viewed as too passive with regards to politics and teaching, which is a limited view of their duties as experts and, thus minimizes the impact they may have in their role. |
| Gwlad: | Portal de Revistas UCR |
| Sefydliad: | Universidad de Costa Rica |
| Repositorio: | Portal de Revistas UCR |
| Iaith: | Español |
| OAI Identifier: | oai:portal.ucr.ac.cr:article/40597 |
| Mynediad Ar-lein: | https://revistas.ucr.ac.cr/index.php/educacion/article/view/40597 |
| Allweddair: | Educational Policies Teachers Meanings Biopolitics Compulsory Education Higher Education Política educativa Docentes Significados Biopolítica Educación obligatoria Educación superior |