Las representaciones sociales de los docentes sobre la Reforma Integral de la Educación Básica

Abstract

In Mexico, education reforms have been characterized by the introduction of institutional changes that adopt systems to measure the learning results, improve the participation and management capacity, decentralization and continuing education, among others. The consequences of these reforms become complex and, within this context the interest emerged to investigate the social representations constructed by the professors of the Comprehensive Reform of Basic Education and the identification of their images, perceptions, opinions, beliefs, valuations and significance.