The
Organization of the work in prisons is one of the hard, resistant to
educational change, 'the great forgotten in reforms and debates about
the best ways to teach' (Gather and Maulini, 2010, p. 11), which
explains that the current division of labour in schools seems a
«relic of the past». It seems easier to have recourse to other
occurrences, as "consideration of teachers as a public
authority, which will be a measure that strengthen underground
authoritarianism which founds the school institution, which
momentarily to regenerate the sense of recovery of lost power and
that experienced its effectiveness, complete claiming the presence of
vigilant jury as part of the landscape of the classrooms» (Editorial
(, Social Science, 2009, p. 13).
The
purpose of the projects team and Center −planteamientos
institucionales− is not only to allow and promote the confluence of
objectives, resources and strategies of a group of people, already in
itself relevant; the development and use of these projects have the
virtue that in within the organization check long cycles of education
and monitoring (Gather and Maulini, 2010). Center projects i.e.
appeal to a thought and an organizational practice.
Adjustment
of flows through mechanisms such as the repetition of course and the
separation of certain groups - which has been compared to a
"fractional distillation" mechanism - not only contributes
to regroup and isolate students with difficulties: conditions also
the work of teachers (Gather and Maulini, 2010, p. 14).
Various authors propose «renounce grades' as a condition for a change of paradigm in education, implementing the learning cycle as a central organizational criterion, a «multiannual flexible structure that seeks the development of competencies in students of years and different progressions» (Lafortune, 2010, p. 371). Certainly the cycles have provided in our legislation, but have not been reflected in the Organization of the work of teachers, which would lead to ineffective structures from the educational point of view and organization of teaching. Unfortunately, they are one more example of how the school organization has been incorporating new forms and structures without deleting or modifying existing ones.
Various authors propose «renounce grades' as a condition for a change of paradigm in education, implementing the learning cycle as a central organizational criterion, a «multiannual flexible structure that seeks the development of competencies in students of years and different progressions» (Lafortune, 2010, p. 371). Certainly the cycles have provided in our legislation, but have not been reflected in the Organization of the work of teachers, which would lead to ineffective structures from the educational point of view and organization of teaching. Unfortunately, they are one more example of how the school organization has been incorporating new forms and structures without deleting or modifying existing ones.
REFERENCE :
Maroto, J. L. S. F. (2011). El papel de la organización escolar en el cambio educativo: la inercia de lo establecido. Revista de educación, (356), 41-60.
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