The teaching staff of a school zone in the face of the precept of educational quality

Abstract

This paper analyzes the different positions taken by primary school teachers of a school zone located in Chiapas (Mexico), who speak against the precepts of educational quality that are distributed through official government documents that guide their practice. Based on the theory of capital proposed by Bourdieu, and using a qualitative approach that allows for observation, surveys, and interview techniques, the authors unravel the fact that the faculty of the school opposes the educational policy guidelines, which focus on the achievement of educational quality, because such guidelines do not respond to their particular context of application.