Percepción de profesores investigadores sobre políticas educativas neoliberales en México

Rosas-Baños, Mara

doi:10.15658/rev.electron.educ.pedagog19.09030503

Cited by 1 publication

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“…In both countries, the education policy limits the educators' authority, responsiveness, creativity, and effectiveness. At the same time, the media question their knowledge and skills [46], [47] [48], [49], [50], [51]. The Mexican and Colombian society has noticed these discourses and decisions.…”

Section: Teachers' Rolementioning

confidence: 99%

Subjectivities, Diversity, and Interculturality in the Mexican and Colombian Education System

Escobar¹

2021

ujer

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School closures, online education, public health, and economic crises pose significant challenges for students, teachers, and governments. This qualitative research describes the education gap in Latin America, its social tensions, and disparities. Furthermore, it explains theoretical concepts such as subjectivities, subjectivation, governmentality, technologies of power, technologies of the self, ethics, normalization, agency, and interculturality. These are some of the researcher's areas of expertise. It also presents the actions taken by Colombia and Mexico to guarantee access to education and digital devices, as well as high-quality contents, interactions, and tasks, during the deadly spread of the COVID-19 pandemic. The results show that education policies do not adequately address student diversity and do not ensure equity in education. The situation has magnified deep-rooted socioeconomic, racial, and educational injustices. The education system has been designed for homogeneous groups, middle and upper-class students, and individuals who are not related to minority groups. The majority of economically vulnerable students cannot access educational resources, have dropped out of school, have experienced interruptions in the learning process, and have developed psychological disorders. Neither teachers nor students have the opportunity to participate in public policy design, hindering the possibility of exercising their "agency" and socializing contributions that could lead to large-scale social transformations in their countries beyond their schools' borders. The article reveals the voices of students, teachers, and parents. Additionally, it proposes approaches and strategies that teachers, students, and governments should apply to promote diversity, critical thinking skills, and interculturality. These elements contribute to the accomplishment of social justice, equity, and authentic democratic processes. Indeed, education should assist the students in acquiring solid foundations to use their "technologies of the self," value diversity, decide, and do not let hegemonies control them through "normalization." Finally, it suggests questions that teachers should reflect on to be creative in their teaching practice, innovate and widen their students' learning and motivational possibilities.

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Section: Teachers' Rolementioning

confidence: 99%

Subjectivities, Diversity, and Interculturality in the Mexican and Colombian Education System

Escobar¹

2021

ujer

View full text Add to dashboard Cite

show abstract

Percepción de profesores investigadores sobre políticas educativas neoliberales en México

Cited by 1 publication

References 0 publications

Subjectivities, Diversity, and Interculturality in the Mexican and Colombian Education System

Subjectivities, Diversity, and Interculturality in the Mexican and Colombian Education System

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