LOS ESPACIOS OLVIDADOS DE PARTICIPACIÓN Y AUTONOMÍA ESCOLAR FRENTE A LOS PROCESOS DE RENDICIÓN DE CUENTAS Y BUROCRACIA EN MÉXICO

Abstract

This article reflects on the dilemma presented by international discourses on an educational renewal that is committed to granting autonomy to schools as nerve centers where true pedagogical action spaces are developed as opposed to the demands for obtaining successful test results, global comparisons and accountability. It is in this contradictory overwhelming and inoperative challenge of education where we intend to focus this analysis that we approach with a positive look at progressive autonomy and its struggle to adapt to the particularities and needs of the social and cultural context of schools under the influence of a bureaucratic context. In the case of Mexico, facing two important challenges, getting rid of bureaucratic structures and in turn responding to the demands of transparency and accountability that hinder pedagogical initiatives and participation of school management under evaluation processes with inquisitive requirements designed and programmed from the central administration. However, there is an inexhaustible effort to advance in the challenge of reestablishing spaces for democratic and collaborative participation where educational purposes can once again be linked to the aspirations, goals and daily life of the school community.