Resumen

CABRERA HERNANDEZ, Dulce  y  CRUZ VADILLO, Rodolfo. Reforma educativa como cambio curricular: representaciones de docentes en una escuela primaria. CPU-e. Rev. Investig. Educ [online]. 2016, n.22, pp.200-225. ISSN 1870-5308.

This article presents an analysis of the representations that teachers make about one term “educational reform” in the context of the basic education, in the Elementary School Cristóbal Colón in the state of Veracruz, Mexico; during the 2010-2011 school year. The core questions of this research are looking for the meanings given to the term “education reform” by the teachers in that institution. In this approach we take resources from the Theory of the Social Representations adding two mezzo categories created in this research: the first is called regional reform in perspective; the second is the effect of change and progress. In that direction this research allows to know that the teachers taken the interpellation from de RIEB as a request to modify their teaching strategies, they identified the educational reform as curriculum change.

Palabras llave : Educational Reform; educational policy; curriculum.

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