<?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>2448-878X</journal-id>
<journal-title><![CDATA[Revista latinoamericana de estudios educativos]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. latinoam. estud. educ.]]></abbrev-journal-title>
<issn>2448-878X</issn>
<publisher>
<publisher-name><![CDATA[Universidad Iberoamericana (México)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2448-878X2025000200145</article-id>
<article-id pub-id-type="doi">10.48102/rlee.2025.55.2.725</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Las coaliciones promotoras en las reformas educativas de 2013 y 2019]]></article-title>
<article-title xml:lang="en"><![CDATA[Advocacy Coalitions in the Educational Reforms of 2013 and 2019]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Flores Rojas]]></surname>
<given-names><![CDATA[Roberto]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Valenti Nigrini]]></surname>
<given-names><![CDATA[Giovanna]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Politécnico Nacional Centro de Investigación y de Estudios Avanzados Departamento de Investigaciones Educativas]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Autónoma Metropolitana  ]]></institution>
<addr-line><![CDATA[Xochimilco ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2025</year>
</pub-date>
<volume>55</volume>
<numero>2</numero>
<fpage>145</fpage>
<lpage>171</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2448-878X2025000200145&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2448-878X2025000200145&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2448-878X2025000200145&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El Sistema Educativo Mexicano (SEM) es un entramado complejo de actores con intereses diversos, lo que dificulta la implementación de reformas educativas de gran alcance. Este artículo, se basa en 30 entrevistas a tomadores de decisiones, para analizar los procesos de ingreso y admisión de los docentes en las reformas educativas de 2013 y 2019. A través de un análisis cualitativo de las narrativas de los entrevistados, se identificaron los puntos de coincidencia y discrepancia, así como las causas y soluciones propuestas para los problemas del SEM. Se utilizó el enfoque de coaliciones promotoras para comprender cómo las creencias y valores de estos actores configuran sus acciones y relaciones de poder. Los resultados muestran que mientras el discurso oficial habla de transformaciones profundas, la implementación de las reformas educativas está marcada por ajustes incrementales. Se concluye que ninguna fuerza política actúa de manera aislada; la política educativa es el resultado de la interacción de múltiples actores con intereses divergentes. Finalmente, para lograr reformas educativas sostenibles, es necesario comprender el impacto de cada actor en el sistema, buscar mecanismos de gobernanza que promuevan la colaboración y diseñar políticas que respondan a las necesidades reales del sistema educativo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The Mexican Educational System (SEM) is a complex network of actors with diverse interests, which complicates the implementation of far-reaching educational reforms. This article, based on 30 interviews with decisionmakers, analyzes the processes of teacher recruitment and admission in the educational reforms of 2013 and 2019. Through a qualitative analysis of the interviewees&#8217; narratives, points of agreement and disagreement were identified, as well as the causes and proposed solutions for SEM&#8217;s problems. The advocacy coalition framework was used to understand how these actors&#8217; beliefs and values shape their actions and power relationships. The results show that while the official discourse speaks of profound transformations, the implementation of educational reforms is marked by incremental adjustments. It is concluded that no political force acts in isolation; education policy is the result of the interaction of multiple actors with divergent interests. Finally, to achieve sustainable educational reforms, it is necessary to understand the impact of each actor in the system, seek governance mechanisms that promote collaboration, and design policies that respond to the real needs of the educational system.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[políticas públicas]]></kwd>
<kwd lng="es"><![CDATA[reforma educativa mexicana]]></kwd>
<kwd lng="es"><![CDATA[coaliciones promotoras]]></kwd>
<kwd lng="es"><![CDATA[profesores]]></kwd>
<kwd lng="en"><![CDATA[public policies]]></kwd>
<kwd lng="en"><![CDATA[Mexican educational reform]]></kwd>
<kwd lng="en"><![CDATA[advocacy coalitions]]></kwd>
<kwd lng="en"><![CDATA[teachers]]></kwd>
</kwd-group>
</article-meta>
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