La Experiencia de la Evaluación Docente en México: Análisis Crítico de la Imposición del Servicio Profesional Docente

Abstract

La Evaluacion Educativa representa una cultura, practica y politica institucional bastante tardia en el avance y fortalecimiento de la educacion formal en Mexico, pues, antes de la decada de los 80’s era casi inexistente en nuestro pais; mientras que, por su parte, la Evaluacion del Desempeno Docente en la educacion obligatoria, constituye una de las areas con menor grado de desarrollo en el Sistema Educativo Nacional, con respecto a la amplia experiencia generada en el contexto internacional. En las ultimas tres decadas, el gobierno mexicano se ha empenado en imponer la evaluacion docente como una estrategia politica que comprende tres principales objetivos, a saber: recuperar la rectoria del Estado en materia educativa, elevar la calidad de los servicios publicos de educacion y establecer dispositivos administrativo-laborales de control sobre el ingreso, permanencia, promocion y reconocimiento en el Servicio Profesional Docente. El presente articulo expone un primer avance de investigacion historico-educativa, desde la perspectiva del enfoque genealogico nietzscheano-foucaultiano, sobre la experiencia de la evaluacion docente construida en Mexico, cuyos primeros resultados muestran ya que las politicas, instancias e instrumentos de evaluacion del magisterio, impuestas por las autoridades educativas de las ultimas tres decadas, no solo resultan excesivamente onerosas sino que, ademas, son inconsistentes frente a los modelos y estrategias de evaluacion implementadas por los sistemas educativos con mayor rendimiento academico e impertinentes al proposito manifiesto de elevar la calidad de los servicios de educacion en el pais. Palabras Clave: Educacion; Evaluacion docente; Profesores; Reforma educativa; Calidad educativa. The Experiencie of Teacher Evaluation in Mexico: Critical Analysis of the Imposition of the Profesional Teaching Service The Educational Evaluation represents a rather late culture, practice and institutional policy in the advancement and strengthening of formal education in Mexico, since, before the Decade of the 80’s, it was almost non-existent in our country; while, furthermore, the Evaluation of Teaching Performance in compulsory education, is one of the 135isto with lower degree of development in the national education system, with respect to the experience generated in the international context. In the last three decades, the Mexican Government has endeavored to impose the teaching evaluation as a political strategy that includes three main objectives, namely: recover the rectory of the State in education, raise the quality of services public education and to establish administrative control devices on admission, permanence, promotion and recognition devices in the Professional Educational Service. This article exposes a first advance of 135istorico-educativa research, from the perspective of the genealogical approach Nietzschean-Foucauldian, on the experience of teaching evaluation built in Mexico, whose first results show that policies, instances and instruments of teacher evaluation, imposed by the educational authorities of the past three decades, they are not only excessively onerous, but that they are also inconsistent with models and strategies of evaluation implemented by educational systems with higher academic performance and impertinent to the manifest purpose of raising the quality of education in the country services. Keywords: Education; Teacher evaluation; Teachers; Educational reform; Educational quality.