Weber Educational Research & Instructional Studies

February 2019, Vol. 12 (1), ISSN:2449-1608

© Author(s) 2019. This work is distributed under the Creative Commons Attribution 3.0 License.

Research Article

The Magisterial Resistance to the Indolence of the Discourse of the Educational Policy in Mexico

Dr. Carlos Rincón Ramírez

Doctor en Ciencias Pedagógicas, Instituto de Ciencias Pedagógicas "Enrique José Varona", La Habana, Cuba.
Profesor Investigador, Universidad Autónoma de Chiapas, México.
Miembro del Sistema Nacional de Investigadores del Concejo Nacional de Ciencia y Tecnología (CONACyT)



Accepted 11th February, 2019; Available Online 13th February, 2019.


In this present article, which is part of a broader investigation into public policy and teaching movement (MM), the most significant elements which underpin the policy reflect - since critical thinking with a public policy focus- public and the rationale therefor educational reform (RE) applied in Mexico starting in 2013. Deals with the journey of the confrontations between the institutional discourse of the Government educational and political practices of the teachers in their claim to avoid its implementation in the classroom. Part of a question problematizing involving the two main actors, the Government (through the Ministry of Public Education) and the teachers of the national coordinator of education workers (CNTE) belonging to the National Union of Of education workers (SNTE): what educational reform that is plentiful is the insistence of the Government to enforce it without establishing dialogue with educators and why the resistance of teachers to accept it and take it to the classroom?.

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