Acciones de resistencia del docente: recurso para la atención integral del alumnado

Abstract

Through a microethnography in which teachers from a public secondary school in Mexico City participated, teachers’ actions of everyday resistance were identified, as carried out by teachers in the face of pressure from organizational conditions and school practices that limit comprehensive or timely attention to the needs of students. By performing these actions, teachers move around the normative or social controls of the school in a discreet way, using their autonomy creatively, expanding their roles, innovating, and creating alliances. The analysis of these actions allows us to recognize a) teachers’ ability to make decisions autonomously and proactively regarding student’s issues, b) the underlying motivation for their actions of resistance; and c) the long-term potential of their actions to contribute to the personal, social, and civic development of students.