Publication: La contra-reforma educativa en España: políticas educativas neoliberales y nuevos modelos de gestión
Authors
Rodríguez Martínez, Carmen
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Publisher
Universidad de Zaragoza, Asociación Universitaria de Formación del Profesorado (AUFOP)
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DOI
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info:eu-repo/semantics/article
Description
Abstract
La LOMCE, con la excusa de conseguir escuelas eficaces
que preparen para el mundo laboral, propone centros con
mayor autonomía pero controlados en sus resultados y en
situación de fuerte competencia, para adecuar la formación
a las nuevas demandas de la competitividad económica.
Son reformas que consiguen introducirse en las prácticas escolares
controlando el trabajo del profesorado. En España,
se introducen de la mano de la UE y la OCDE y conviven
con propuestas conservadoras que crean una sociedad inmovilizada
y una moralización del individuo trabajador. El
modelo de gestión eficaz convierte las políticas educativas
en un asunto técnico y los recursos económicos pasan a un
segundo plano.
The Spanish Organic Law on the Improvement of the Quality of Education (LOMCE), in an effort to provide schools that are more efficient when preparing pupils for the job market, creates more independent schools whose results are monitored and which are required to be strongly competitive in order to adapt the training they impart to the new demands of economic competitiveness. These reforms are being introduced into school practices to monitor the work done by teaching staff. In Spain they are being introduced by the EU and the OECD and they coexist with conservative approaches that lead to a stagnant society and moralisation of individual workers. An efficient management system turns education policies into a technical matter and economic resources are overlooked.
The Spanish Organic Law on the Improvement of the Quality of Education (LOMCE), in an effort to provide schools that are more efficient when preparing pupils for the job market, creates more independent schools whose results are monitored and which are required to be strongly competitive in order to adapt the training they impart to the new demands of economic competitiveness. These reforms are being introduced into school practices to monitor the work done by teaching staff. In Spain they are being introduced by the EU and the OECD and they coexist with conservative approaches that lead to a stagnant society and moralisation of individual workers. An efficient management system turns education policies into a technical matter and economic resources are overlooked.
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Citation
Revista interuniversitaria de formación del profesorado, N.81, 2014
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