Autonomía escolar al servicio del éxito educativo para todos

Abstract

In this paper we examine how the educational autonomy has been configured in the light of national legislation and also of the European political framework, analysing its evolution towards a regulation that exercises a posteriori control, based on accountability, and that is linked to the neoliberal postulates. In view of this dangerous drift and the evidence that autonomy cannot be decreed, we present the results of a qualitative research that analyzes how a school in Cantabria (Spain) builds an inclusive educational project that responds to the needs of its context, making use of its own space of autonomy. We used data production strategies such as semi-structured interviews, document analysis, discussion groups with students and teachers (including the leadership team and the school counselor) and participant observations. We submitted these data to a process of analysis, using inductive and deductive strategies, and inferred some keys that can illuminate the development paths of autonomy in other schools: the construction of an School Educational Project shared by the community; the exercise of a distributive leadership; internal training initiatives; and the processes of evaluation in a spiral (internal and external).

La autopercepción del liderazgo docente

“…Aunque en un primer momento el liderazgo se asoció a una visión individualista con las funciones de medir y supervisar, más tarde ha adquirido un carácter más participativo, derivando hacia una perspectiva de liderazgo múltiple y compartido (Bolívar,2010;Gros et al 2013). Asimismo, son muchos los autores que han avalado la capacidad de liderazgo como factor clave para el éxito y transformación educativa (Day, 2017;Bolívar, 2019;Barrero et al, 2020;Ceballos, 2021).…”