Opinions from Elementary school’s teachers regarding IRBE. Complexity of teaching

Abstract

The present paper contains the results of an ethnographic study, developed from interinstitutional collaboration agreement between the Academic Bodies of the Research and Teaching Center and the Chihuahua Center for Postgraduate Studies, in which ten researchers and three groups of students of the postgraduate programs offered by both institutions in Chihuahua, Juárez and Ahumada to be a part of. Some findings are presented regarding the opinions of primary school teachers within the framework of the Integral Reform in Basic Education (IRBE) and that in some way reflects the complexity of the task that has been assigned to them, expressing their thinking and feeling about the challenges and obstacles they face in their work since the reform, their ideas and perceptions regarding the salary and stimuli they have and the working conditions in the context in which they perform their tasks. Field and observation records were analyzed, as well as 82 interviews conducted with different educational actors. It was found that the teachers lack the minimum resources for the performance of their teaching task, do not consider their salary is consistent with the workload, live with the uncertainty of losing their job, surrounded by contradictions, shortages, work overload and without much support from the authorities and parents.