<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0185-2698</journal-id>
<journal-title><![CDATA[Perfiles educativos]]></journal-title>
<abbrev-journal-title><![CDATA[Perfiles educativos]]></abbrev-journal-title>
<issn>0185-2698</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional Autónoma de México, Instituto de Investigaciones sobre la Universidad y la Educación]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0185-26982016000300154</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Condiciones institucionales del trabajo colaborativo como estrategia de cambio del sistema educativo]]></article-title>
<article-title xml:lang="en"><![CDATA[Institutional conditions for collaborative work as a strategy for change within the educational system]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Santizo Rodall]]></surname>
<given-names><![CDATA[Claudia A.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Autónoma Metropolitana División de Ciencias Sociales y Humanidades Departamento de Estudios Institucionales]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2016</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2016</year>
</pub-date>
<volume>38</volume>
<numero>153</numero>
<fpage>154</fpage>
<lpage>167</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S0185-26982016000300154&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S0185-26982016000300154&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S0185-26982016000300154&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo analiza el uso del trabajo en equipo entre los docentes como estrategia de cambio en la educación pública básica. Se considera que las escuelas no son el último peldaño para tomar decisiones, pues la creación de espacios para grupos de trabajo, dentro de las escuelas, permitiría innovaciones a partir de la complementariedad de conocimientos y habilidades entre docentes y directivos. El artículo considera las actitudes de los docentes frente a la actividad magisterial, en particular frente a los alumnos con rezago, y se discuten los problemas en la formación de grupos de trabajo, como la distribución de beneficios del trabajo conjunto y las conductas de polizón. Para ello, se propone el diseño de políticas públicas que fomenten la colaboración con base en incentivos no pecuniarios apoyados en factores como: la motivación profesional, la reducción de costos del esfuerzo de docencia y la posibilidad de compartir los riesgos de éxito o fracaso en la práctica de enseñanza.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article analyzes the use of group work among teachers as a strategy for change within basic public education. Schools are considered not to be the final step for decision-making since the creation of spaces for working groups within schools would allow for innovation through complementary knowledge and skills between teachers and principals. The article considers teacher attitudes in regards to teacher action, particularly concerning students with educational lag, and discusses difficulties for the creation of working groups, such as the distribution of collaborative work benefits and free-riding behavior. Therefore, the author proposes public policy design that fosters nonmonetary incentive based collaboration that is supported by factors such as professional motivation, reduction of the costs of teacher effort and the possibility to share the risks of teaching successes or failures.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Trabajo en equipo]]></kwd>
<kwd lng="es"><![CDATA[Conducta de docentes]]></kwd>
<kwd lng="es"><![CDATA[Organización escolar]]></kwd>
<kwd lng="es"><![CDATA[Política educativa]]></kwd>
<kwd lng="es"><![CDATA[Incentivos colectivos]]></kwd>
<kwd lng="en"><![CDATA[Teamwork]]></kwd>
<kwd lng="en"><![CDATA[Teacher behavior]]></kwd>
<kwd lng="en"><![CDATA[School organization]]></kwd>
<kwd lng="en"><![CDATA[Educational policy]]></kwd>
<kwd lng="en"><![CDATA[Collective incentives]]></kwd>
</kwd-group>
</article-meta>
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