The teacher, his practice and continuos education: ideology and educational reform in Mexico / El docente, su práctica y formación continua: ideología y reforma educativa en México

Abstract

This article aims at understanding and interpreting from a critical perspective the ideology behind the educational reforms on professional development for basic education teachers in Mexico. For that purpose, the discourse in the national 2017 basic education programs is analyzed closely with a critical and hermeneutic perspective. Three aspects are focused: being a teacher, his teaching practice, and his professional development. The research findings reveal two dominant ideological categories consistently present in this discourse: the normalization of technical-instrumental rationality as the legitimized one, and the Toyotism, as a practical mechanism disguising the dominance of a legitimate "democratic control".

Keywords

• reforma educativa
• ideología y educación
• hermenéutica
• práctica docente
• formación de profesores