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Palabras Clave: Innovación educativa; Accountability; Control curricular; Poder; Conflicto.This article starts from a theoretical perspective based on conflict and power. The main goal is to know how Chilean educational accountability processes push teachers to stick to the national curriculum, and how they affect educational innovation processes inside their schools. We conducted a study from a sociocritic paradigm, with qualitative and participative tools. We constructed narrative productions with nine teachers from Chile. Results show that teachers feel tied to an educational system with rigid standards, an extremely exhaustive national curriculum and a stressful accountability system. These elements limit teacher's actions and possibilities to do deep educational innovations. At the same time, teachers from non-evaluated disciplines in this accountability system feel abandoned by their institutions, so they cannot take advantage of their freedom because of the lack of support to make their innovations sustainable. As well, results show that this system has permeated into a discursive context, delimiting the indicators interpretations, the social expectations over teachers and, therefore, their motivation to do things other than those stablished. We conclude that homogenization of teachers' tasks under neoliberal models reduce teachers' autonomy and limit creative process. This hinders the creation and adaptation of educational innovations that could bring the school to meaningful improvements. However, teachers need to empower themselves and their relationship with curriculum and take control of their own pedagogical work.
Palabras Clave: Innovación educativa; Accountability; Control curricular; Poder; Conflicto.This article starts from a theoretical perspective based on conflict and power. The main goal is to know how Chilean educational accountability processes push teachers to stick to the national curriculum, and how they affect educational innovation processes inside their schools. We conducted a study from a sociocritic paradigm, with qualitative and participative tools. We constructed narrative productions with nine teachers from Chile. Results show that teachers feel tied to an educational system with rigid standards, an extremely exhaustive national curriculum and a stressful accountability system. These elements limit teacher's actions and possibilities to do deep educational innovations. At the same time, teachers from non-evaluated disciplines in this accountability system feel abandoned by their institutions, so they cannot take advantage of their freedom because of the lack of support to make their innovations sustainable. As well, results show that this system has permeated into a discursive context, delimiting the indicators interpretations, the social expectations over teachers and, therefore, their motivation to do things other than those stablished. We conclude that homogenization of teachers' tasks under neoliberal models reduce teachers' autonomy and limit creative process. This hinders the creation and adaptation of educational innovations that could bring the school to meaningful improvements. However, teachers need to empower themselves and their relationship with curriculum and take control of their own pedagogical work.
Resumen Las innovaciones educativas son procesos disruptivos dentro de los establecimientos educativos, y pueden tener efectos no sólo en los aprendizajes de los estudiantes, sino también en otros aspectos de la vida y la cultura escolar, incluida la identidad de sus distintos actores. El objetivo de este estudio es comprender cómo una innovación educativa puede abrir nuevos espacios de configuración de identidad en un establecimiento escolar y contribuir a la producción de significados por parte de los estudiantes y profesores involucrados. Para cumplir con dicho objetivo realizamos un estudio de caso de corte cualitativo, analizando el Programa Interdisciplinario de Investigación Escolar, un proyecto innovador de un establecimiento en Santiago de Chile en el que se pretende que estudiantes de educación secundaria formen competencias de investigación científica y académica. Aplicamos entrevistas semiestructuradas a los diversos actores involucrados en el proyecto, las cuales fueron analizadas siguiendo las líneas de la teoría fundamentada. Los resultados muestran que una innovación puede promover un espacio de producción de nuevas identidades a través de la emergencia de discursos, prácticas y reconocimiento externo, a la vez que impacta el autoconocimiento de los estudiantes y el desarrollo profesional de los profesores y genera un fuerte sentido de comunidad entre sus miembros, aunque bajo el riesgo de reproducir dinámicas de exclusión propias de la escuela.
The online activities of new English language learners can reveal rich and varied literary behaviors, which are almost invisible in the middle grade classroom. While these nonnative English speakers may experience cultural and linguistic apartness and struggle to express their identities at school, many develop online identities using their literacy skills in a highly productive, engaged, and anonymous fashion.
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