In this article, the effects of curriculum reform in Preparatorias Federales por Cooperacion, driven by the Direccion General del Bachillerato, are analyzed. It´s purpose is to reveal how the curriculum competencies, in order to connect school with labor market in the context of globalization and the knowledge society, are inconsistent with the ideal of educated citizens committed to society. The curriculum, as a social construction, represents the ideals of the human beings and society in a certain historical moment. In the case of Ciudad Juarez, the graduate profile seeks to link the Toyotist manufacturing model with the maquiladora industry which demands workers adaptable, flexible and capable to solve problems. The attempt to link the school with the work sphere is a mirage, because the economic crisis, technological development and labor flexibility causes unemployment and precarious working conditions. Another effect of the curriculum is to update teachers in constructivist didactics and certification in competencies, which reduces their teaching autonomy. In addition, teachers will be excluded from the definition of curricular graduate profiles, plans and programs of study, making them a simple executor of external goals. The livelihoods of this analysis are literature and government documents review, additionally of my participation in the task force for the curriculum reform in 2002 and meetings with managers and officials.
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.
En el presente artículo se expone el desarrollo de la escuela del movimiento zapatista que construye su propuesta educativa desde la comunidad, basados en la sabiduría ancestral para ligarla con el pensamiento contemporáneo. El fin de la educación zapatista es formar generaciones en la práctica de la autonomía y autogobierno para conservar su dignidad indígena. La experiencia no es un modelo ni cabe en otras corrientes pedagógicas. Aunque original, en su base pueden distinguirse las ideas de Paulo Freire de alfabetizar para leer el mundo y transformarlo. En este sentido, la escuela zapatista es anticapitalista y no se rige por las normas del mercado que expide títulos para cambiarse por dinero; no es mercancía pues nadie paga por aprender y a nadie cobra por enseñar; tampoco es un aparato de Estado, porque cada pueblo determina los contenidos curriculares para usar el conocimiento y desarrollar la colectivización del campo, impulsar cooperativas y las tiendas comunales. A diferencia de la tendencia global de escuelas que promueven la mentalidad emprendedora, del mérito y de autoempleo, en la educación zapatista se aspira a que los jóvenes sirvan a su pueblo, sean solidarios y que los conocimientos no impliquen la jerarquización social. La vivencia en una comunidad zapatista y las entrevistas con promotores de educación, permiten entender que la escuela zapatista sigue en construcción y debe evitar la burocratización y la homogeneización propias del capitalismo.
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