Secondary education in Mexico: gestation, evolution, vicissitudes and inertia, 1925-2018
The work examines the structural conditions in which secondary education was conceived in Mexico, based on its gestation, development, vicissitudes and routines generated in the periods of educational reforms of a nationalist nature (1925-1970), technocratic (1970-2000), and managerial (2000-2018),...
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| Formato: | Artículo revista |
| Lenguaje: | Español |
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IRICE (CONICET-UNR)
2024
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| Acceso en línea: | https://ojs.rosario-conicet.gov.ar/index.php/revistairice/article/view/1739 |
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I15-R240-article-17392025-02-13T14:32:05Z Secondary education in Mexico: gestation, evolution, vicissitudes and inertia, 1925-2018 Educación secundaria en México: gestación, desarrollo, vicisitudes e inercias, 1925-2018 Romero Gonzaga, Rosalina secondary education educational reforms educational policy dependent trajectory institutionalization educación secundaria reformas educativas política educativa trayectoria dependiente institucionalización The work examines the structural conditions in which secondary education was conceived in Mexico, based on its gestation, development, vicissitudes and routines generated in the periods of educational reforms of a nationalist nature (1925-1970), technocratic (1970-2000), and managerial (2000-2018), with the purpose of identifying permanencies, continuities and changes in the educational section. From two institutionalist perspectives it is explained that Mexican secondary education was born in conditions of confrontation and dispute of interests between power groups. There forms to this educational section have focused on promoting models in accordance with the national education projects of the different governments without influencing, affecting or disrupting the organization, the real functioning of the subsystem. Underlying the idea is that secondary education has been an area of educational policy ignored and guarded by strong interest groups. The transformations in secondary school have been difficult processes to carry out given that they do not have allies from society willing to solve the problems of the educational section. El trabajo examina las condiciones estructurales en las que se concibió la educación secundaria en México, a partir de su gestación, desarrollo, vicisitudes y rutinas generadas en los periodos de reformas educativas de corte nacionalista (1925-1970), tecnocrático (1970-2000) y gerencial (2000-2018), con el propósito de identificar permanencias, continuidades y cambios en el tramo educativo. A partir de dos perspectivas institucionalistas se explica que la educación secundaria mexicana nació en condiciones de confrontación y disputa de intereses entre grupos de poder. Las reformas a este tramo educativo se han concentrado en favorecer modelos de conformidad con los proyectos de educación nacionales de los distintos gobiernos sin incidir, afectar o trastocar la organización, el funcionamiento real del subsistema. Subyace la idea de que la educación secundaria ha sido un ámbito de política educativa soslayada y custodiada por fuertes grupos de interés. Las transformaciones en la secundaria han sido procesos difíciles de concretar dado que no cuentan con aliados de la sociedad proclives a resolver los problemas del tramo educativo. IRICE (CONICET-UNR) 2024-06-28 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf text/html application/zip https://ojs.rosario-conicet.gov.ar/index.php/revistairice/article/view/1739 10.35305/revistairice.vi46.1739 Revista IRICE; Núm. 46 (2024); 61-89 2618-4052 0327-392X spa https://ojs.rosario-conicet.gov.ar/index.php/revistairice/article/view/1739/3138 https://ojs.rosario-conicet.gov.ar/index.php/revistairice/article/view/1739/3012 https://ojs.rosario-conicet.gov.ar/index.php/revistairice/article/view/1739/3139 Derechos de autor 2024 Rosalina Romero Gonzaga https://creativecommons.org/licenses/by-nc-sa/4.0 |
| institution |
Universidad Nacional de Rosario |
| institution_str |
I-15 |
| repository_str |
R-240 |
| container_title_str |
Revista IRICE (CONICET) |
| language |
Español |
| format |
Artículo revista |
| topic |
secondary education educational reforms educational policy dependent trajectory institutionalization educación secundaria reformas educativas política educativa trayectoria dependiente institucionalización |
| spellingShingle |
secondary education educational reforms educational policy dependent trajectory institutionalization educación secundaria reformas educativas política educativa trayectoria dependiente institucionalización Romero Gonzaga, Rosalina Secondary education in Mexico: gestation, evolution, vicissitudes and inertia, 1925-2018 |
| topic_facet |
secondary education educational reforms educational policy dependent trajectory institutionalization educación secundaria reformas educativas política educativa trayectoria dependiente institucionalización |
| author |
Romero Gonzaga, Rosalina |
| author_facet |
Romero Gonzaga, Rosalina |
| author_sort |
Romero Gonzaga, Rosalina |
| title |
Secondary education in Mexico: gestation, evolution, vicissitudes and inertia, 1925-2018 |
| title_short |
Secondary education in Mexico: gestation, evolution, vicissitudes and inertia, 1925-2018 |
| title_full |
Secondary education in Mexico: gestation, evolution, vicissitudes and inertia, 1925-2018 |
| title_fullStr |
Secondary education in Mexico: gestation, evolution, vicissitudes and inertia, 1925-2018 |
| title_full_unstemmed |
Secondary education in Mexico: gestation, evolution, vicissitudes and inertia, 1925-2018 |
| title_sort |
secondary education in mexico: gestation, evolution, vicissitudes and inertia, 1925-2018 |
| description |
The work examines the structural conditions in which secondary education was conceived in Mexico, based on its gestation, development, vicissitudes and routines generated in the periods of educational reforms of a nationalist nature (1925-1970), technocratic (1970-2000), and managerial (2000-2018), with the purpose of identifying permanencies, continuities and changes in the educational section.
From two institutionalist perspectives it is explained that Mexican secondary education was born in conditions of confrontation and dispute of interests between power groups. There forms to this educational section have focused on promoting models in accordance with the national education projects of the different governments without influencing, affecting or disrupting the organization, the real functioning of the subsystem. Underlying the idea is that secondary education has been an area of educational policy ignored and guarded by strong interest groups. The transformations in secondary school have been difficult processes to carry out given that they do not have allies from society willing to solve the problems of the educational section. |
| publisher |
IRICE (CONICET-UNR) |
| publishDate |
2024 |
| url |
https://ojs.rosario-conicet.gov.ar/index.php/revistairice/article/view/1739 |
| work_keys_str_mv |
AT romerogonzagarosalina secondaryeducationinmexicogestationevolutionvicissitudesandinertia19252018 AT romerogonzagarosalina educacionsecundariaenmexicogestaciondesarrollovicisitudeseinercias19252018 |
| first_indexed |
2024-08-12T21:37:34Z |
| last_indexed |
2025-02-13T23:12:41Z |
| _version_ |
1823985748422950912 |