Social representations teachers have built upon the Integral Reform of Basic Education in diverse contexts within the state of Chihuahua

Abstract

Teaching in elementary schools is going through a historical moment that demands changes going from pedagogical practices to continuous formation process and the way their performance is evaluated, deriving from the implementation of the Basic Education Integral Reform. However, these changes aren’t automatically implemented by the teachers, who receive, filter, take or exclude the aforementioned fundaments, based in their specific contexts not only on a personal but professional and social level too. The following research aims to identify the social representations the elementary school teachers in the cities of Chihuahua, Juarez and Cuauhtemoc have built upon the changes brought about by the educational reform. Parting from a theoretical perspective developed by Serge Moscovici (1961), with a methodological design based on the studies of the Aix-en-Provence school whose maximum exponent is Jean Claude Abric, based in the structural focus to the study of SR, through free word association technique. Amongst the main findings one that stands out is that there is a great similarity in the three contexts analyzed in the SR, and warns, of a coexistence of hegemonic representations, through concepts like -improvement, innovation, quality-. As well polemic representations reflected in concepts like -forced, confuse, inadequate, unfair-.