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RIDE. Revista Iberoamericana para la Investigación y el Desarrollo Educativo

versão On-line ISSN 2007-7467


DIAZ CANO, Fortino. The Required Evaluation for the Teacher's Performance and His Understanding of the Tele-Secondary Professorship: Fear, Control and Submission. RIDE. Rev. Iberoam. Investig. Desarro. Educ [online]. 2019, vol.9, n.18, pp.423-455. ISSN 2007-7467.

Education in Mexico in recent years has gone through vertiginous processes since the Education Reform of 2013. It brought changes in the labor and administrative areas, imposing mandatory evaluation of teachers, causing consequences for them. The objective was to analyze the meaning and implications of the mandatory evaluation of the teacher`s performance in secondary schools. Its function, processes and scope were considered.

The investigation is approached from the theoretical references developed by Luhmann (1998) and Schutz (1962). The method used is systemic epistemology; a methodical triangulation which is used by using two techniques: four in-depth interviews and two discussion groups applied in 2017, for the analysis of the information recovered from the teachers evaluated in the 2015-2016 school term in some tele-secondary schools in Hidalgo state, thus it was a case study. Teachers are represented in the evaluation and its results as a complexity. Because of the punitive orientation held in the law, they felt fear: the test would determine whether they stay in duty or not. Also, they saw it as an inescapable instrument of control, which kept them under pressure, thoughtful in it, and stressed by the possibility of dismissal. This was performed with a legal oppressive power, which forced them to assume submissive practices, they realized they had to give in without the existence of any other option, accepted them as something given and imposed, everything with the goal of keeping their jobs: it caused them total submission. Power relations were as well redefined, establishing new labor and administrative dynamics. Finally, the main point for the professoriate did not rely on being evaluated, they considered it necessary and beneficial for education, it was the punitive norms in which the evaluation was registered, which threatened their stability in employment, status and future, which made them assign to it a sense of fear and control: they associated those ideas with submission practices.

Palavras-chave : docent evaluation; permanence; professorship; sense.

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