Trayectorias Docentes Erráticas: Entre la Crítica y la Complicidad con la Experiencia Performativa
Palabras clave:
Política educativa, Identidad, Docente, Autonomía, Rendición de cuentas
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-SinDerivadas 4.0.
Resumen
La neoliberalización educativa ha favorecido la promulgación de políticas de estandarización, cuantificación y rendición de cuentas que intensifican la responsabilidad individual del docente en la consecución de rendimiento. La comunidad académica analiza si el profesorado resiste o se adhiere a la cultura performativa. Esta investigación pretende comprender la influencia de estas dinámicas en la percepción de autonomía docente y en la reconstrucción de la identidad profesional. Se utiliza un enfoque metodológico cualitativo que sigue un diseño inductivo basado en la Teoría Fundamentada. Se define un muestreo teórico que determina la participación de 30 docentes de Educación Secundaria Obligatoria y Bachillerato. Se emplea como instrumento de recogida de datos narrativos la técnica de entrevista semiestructurada en profundidad. Los resultados advierten la complejidad de analizar las respuestas docentes en categorías de aceptación o resistencia. El profesorado orienta su tarea hacia los elementos cuantificables y el cumplimiento de los mecanismos de rendición de cuentas. Si bien se observan prácticas seducidas por la lógica performativa, la mayoría de casos muestran posiciones críticas y discrepancias identitarias con la experiencia profesional. Las trayectorias docentes se reconstruyen hibridando complicidades con la cultura del rendimiento y la inhibición de los efectos del control mediante ejercicios de resistencia sutil.
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