Evaluación y resistencia magisterial en Tlaxcala, México (2013-2015). Una lectura desde Gramsci y Giroux
The teaching assessment policy in Mexico begins with the teachers’ career program in 1992; and reaches up to the reform of the 3th and 73th constitution articles in 2013. The present qualitative research aims to analyze the teachers’ resistance to the assessment, which implies job loss in one small...
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| Formato: | Online |
| Lenguaje: | spa |
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Facultad de Ciencias Políticas y Sociales
2019
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| Acceso en línea: | https://revistas.uncu.edu.ar/ojs3/index.php/millca-digital/article/view/2202 |
| Sumario: | The teaching assessment policy in Mexico begins with the teachers’ career program in 1992; and reaches up to the reform of the 3th and 73th constitution articles in 2013. The present qualitative research aims to analyze the teachers’ resistance to the assessment, which implies job loss in one small Mexican state, Tlaxcala, between 2013 and 2015. The concepts that articulate the study are hegemony (Gramsci) and resistance (Giroux). The research is based on interviews with three dissident teachers, leaders of the resistance movement in this state, and on a review of two important newspapers: La Jornada and El Sol de Tlaxcala. |
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