EL SENTIDO DE LA PARTICIPACIÓN DOCENTE EN ESCUELAS DE TIEMPO COMPLETO. UN ESTUDIO DE CASO

Abstract

This article aims to analyze the elaborations of meaning that teachers within full-time schools build on the achievements of its educational participation within the school organization. From a case study on two basic schools located in eastern Mexico City, it is noted that the involvement of teachers in decision-making does not follow a clear, accurate and definitive route because educational purposes, as part of curricular reforms currently carried, are fraught with uncertainty, mistakes and inconsistencies. Given this circumstance, teachers in these schools advocate a pedagogical practice built over time that serves as a self-imposed ideal for meeting the training needs of new generations.