Abstract

GIL ANTON, Manuel. The Educational Reform: Structural Fractures. RMIE [online]. 2018, vol.23, n.76, pp.303-321. ISSN 1405-6666.

This study analyzes the underlying ideas that sustain the Educational Reform undertaken by the administration of President Peña Nieto. Based on a study of these fundamental conceptions and their inconsistency, the conclusion is that the educational reform is not progressing because its basic assumptions and the relation among those assumptions lack validity and coherence. The topics addressed, as well as their interaction, are: to simplify the educational process for blaming and harassing teachers; to use evaluation as a mechanism of control, renouncing the exercise of authority; to conceive the precarious employment of teachers as a condition for ensuring their compliance with job duties; the uncritical option of merit to assign jobs and additional income; the fallacy of recovering for the state the direction of education, which has already been removed from the state; and the assumption that for Educational Reform, the order of factors does not alter the product. In the absence of an objective to transform education, the argument is made that the actions taken in the name of such transformation have damaged public education and its actors, processes, and structures.

Keywords : educational reform; teaching profession; evaluation; working conditions; Mexico.

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