Teaching Identity for Quality as Standardization in the Schools of the Biobio Region

Authors

DOI:

https://doi.org/10.4067/S0718-73782017000100007%20

Keywords:

Educational quality, Educational testing, Cultural identity

Abstract

The phenomenon of homologation of the quality of education with the standardization and homogenization of the school population produced by the Chilean educational system assigned to a business model has modified the identity characteristics of teachers as a response of adaptation and resistance of work practice that demands the situational consideration of territory, culture and language. This article shows the results of a participatory research that poses this problematic theme and from the teachers' own voices reconstructs these identity characteristics, making up with them a research community composed by 30 teachers from the Biobío region who took over the whole research process. The findings made it possible to construct the typologies of teacher identity in an indigenous context, teaching identity as resistance to the imposition of the State, teaching identity against the risks faced by the profession, and teacher identity from the role of educating situated citizens.

Author Biography

Donatila Ferrada, Universidad Católica del Maule

Chilena, Académica de la Universidad Católica del Maule. Dra. En Filosofía, mención Currículum e Interculturalidad, Magister en Educación, mención Currículum Educacional. Ha dirigido numerosos proyectos de investigación en las líneas de Formación docente, Innovación Curricular y Política educativa. Coordinadora General del Grupo para la Promoción y Acción de la Igualdad Educativa Enlazador de Mundos. Autora de los libros: Currículum crítico comunicativo, Barcelona, El Roure, 2001; Construyendo escuela compartiendo esperanzas, Santiago, RIL Editores, 2012; transformar la formación. Las voces del profesorado, Santiago, RIL Editores, 2015; y de numerosos artículos en revistas de corriente principal y capítulos de libros. Imparte docencia en pre y postgrado.

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Published

2017-05-15

How to Cite

Ferrada, D. (2017). Teaching Identity for Quality as Standardization in the Schools of the Biobio Region. Revista Latinoamericana De Educación Inclusiva, 11(1), 93–107. https://doi.org/10.4067/S0718-73782017000100007

Issue

Vol. 11 No. 1 (2017): Education and Identity Redefinitions: Ethnic and Sociocultural Crossroads

Section

Sección Temática

License

Copyright (c) 2017 Revista Latinoamericana de Educación Inclusiva

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