¿Autonomía por decreto? Paradojas en la redefinición del trabajo del profesorado

Alternative Title

Autonomy by decree? Paradoxes in the Redefinition of Teachers' Work

Creator

José Contreras Domingo

Files

Publisher

Arizona State University, University of South Florida

Publication Date

April 1999

Abstract

In the present atmosphere of education reform in Spain, autonomy of the faculty and the educational institutions is continually referred to. "Autonomy" as it is currently used in this context poses a paradox: autonomy as obligation. Not just this paradox but others as well are discussed. The present article is organized in four sections. In the first section, the article analyzes a set of factors (from the new organizational arrangements of social services and their relationship with the State to the current patterns of production and consumption) present in the autonomy rhetoric. In the second section the author describes the main changes in the school as institution, changes that are affecting academic and professional autonomy. In the third section, the paradoxes surrounding present policies of scholastic autonomy are analyzed. In the fourth, suggestions are made for recovering the political and pedagogical meaning of autonomy.

Keywords

Autonomy, Education--Spain

Extent

28

Geographic Location

Spain

Volume

7

Issue

17

Language

Spanish; English

Media Type

Journals (Periodicals)

Format

Digital Only

Identifier

E11-00129

Creative Commons

This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License.

Recommended Citation

Domingo, José Contreras, "¿Autonomía por decreto? Paradojas en la redefinición del trabajo del profesorado" (1999). Education Policy Analysis Archives (EPAA). 33.
https://digitalcommons.usf.edu/usf_EPAA/33