The Education Reform of 2013, was a government policy implemented in Mexican basic education with the aim of giving children and young people better prepared teachers, well-built and equipped schools, and more and better opportunities for study. Now at the end of the government that implemented the reform, it is appropriate to examine the balances left by this policy in terms of management and labor development for public education teachers. Policy formulations for innovation and change in education and teacher’s work in Mexico are part of the international logic that has generated a new definition of the relations between schools and society. These policies not only imply the existence of new legal frameworks and guidelines for action, but they also institute a political and ideological program that established a new orientation, new objectives, and new will in society. New regulations on the management and practice of public teaching link politics, culture, economy and the state through guidelines that cover the areas of everyday education. The actions of individuals immersed in management, administrative, academic and content organization tasks reconfigure the meaning of teaching based on rationalist effectiveness and efficiency.
This article analyzes the increase in the precariousness of Mexican public education since the approval and implementation of the Educational Reform in 2013. The basis of the study is the analysis of the discourse of public basic education teachers in Ciudad Juarez regarding the loss of earned labor rights. For example, the inability of new teachers to receive the same salaries and benefits as the previous generation of teachers, as well as the increase in responsibilities, activities, and obligations. In addition, teaching flexibilization allows teachers to recognize working conditions as precarious, compared to previous jobs, they conceive it as stable employment. This research shows how managerialism, Toyotism, flexibilization and outsourcing models according to the international neoliberal trend eliminates the union identity of the teaching profession and reconfigures it on the basis of the logic of efficiency and effectiveness through standardized and decontextualized evaluations, as a recent phenomenon in the Mexican teaching profession.
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