El impacto de una reforma: Limitación de la autonomía, estrechamiento de la libertad y erosión de la participación

Abstract

Educational systems across the world are applying measures addressed to the improvement of education quality. These measures have as a consequence, the shaping of a rhetoric that works as a framework for the interpretation of educational agents’ action. The article deals with the analysis of the impact of global educational policies on the notions of educational agents’−teachers and parents−autonomy, freedom and participation, within the Madrilenian educational system. To this end, it takes as a context the meaning given to these notions within the Spanish educational system, through the analysis of its evolution over the national education laws. Next, it presents the reform applied to the Madrilenian educational system through facing the policy makers’ speeches and the educational legislation that they have enacted. The results show that the impact of the reform leads to the limitation of teachers’ autonomy, the erosion of parents’ participation and the narrowing of parents’ freedom.

Teaching Autonomy: Does Spanish Education System Achieve the Desired Effect?

“…This difference should be relevant despite the obtained effect size because, among all basic psychological needs, only the need for autonomy displayed statistically significant differences. Therefore, these findings support the scientific assumption that LOMCE is limiting the teacher autonomy (Gairín, 2015;Prieto & Villamor, 2018;Sacristán, 2014). LOMCE is a system based on standardisation (Collet-Sabé, 2017), which is provoking that teachers who only impart elective subjects perceive a greater enjoyment toward pedagogical activity than the other group, although the former is lesser aware that teaching actions have an impact on the mental health of students.…”

“…The Spanish education policy -the Organic Law for the Improvement of Education Quality (LOMCE, which is the acronym in Spanish)-was enacted in order to provide more teacher autonomy (MECD, 2013). However, the scientific assumption is that LOMCE achieves the opposite of the desired effect (Gairín, 2015;Prieto & Villamor, 2018;Sacristán, 2014) because the curricular management is limiting the capacity for making pedagogical decisions.…”

The instrumentation of global education reforms: an analysis of school autonomy with accountability policies in Spanish education

“…Interestingly, school autonomy, despite not being central to Spanish education legislation traditionally, is progressively gaining in importance (Bolívar, 2006;Prieto & Villamor, 2018;Verger et al, 2020). SAWA policies are becoming more common among both the Left and the Right in Spanish education, even though the classic political dualism remains in its different interpretations and implementations.…”

Número Completo

“…La Comunidad de Madrid es una de las regiones españolas con mayor segregación escolar, menor gasto público y mayor gasto privado en educación (Murillo y Martínez-Garrido, 2018), consecuencia de un proceso de reforma iniciado en el año 2003 y caracterizado por la implantación de políticas de libertad de elección de centro, autonomía escolar y rendición de cuentas (Prieto y Villamor, 2018). En lo que respecta a la educación postobligatoria, Madrid se caracteriza por la falta de oferta, sobre todo de titularidad pública, y por la desigual distribución territorial de las enseñanzas, especialmente acusada en el caso de FP (Prieto y Rujas, 2020), lo que genera que los y las jóvenes que quieren cursar enseñanzas de FP deban optar por centros que están alejados de sus lugares de residencia.…”