Los directores en la implementación del PNIEB: análisis desde un enfoque sociocultural.
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Fecha
2013
Autores
López-DeAnda, Magdalena
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Asociación Mexicana de Maestros de Inglés
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Descripción
Reconociendo el papel fundamental de los directores como actores clave para la implementación del Programa Nacional de Inglés en Educación Básica (PNIEB), se realiza un análisis de sus percepciones y experiencias con el programa desde un enfoque sociocultural que visibiliza las relaciones de mutua determinación entre actores, sus prácticas y los marcos estructurales en los que se desarrollan las mismas. Se estudia un corpus conformado por dos conjuntos de datos: 596 cuestionarios aplicados a directores de preescolares, primarias y secundarias de todo el país, a propósito de la incorporación del PNIEB en las escuelas a su cargo y 13 entrevistas a directores de primarias con PNIEB en el Estado de Aguascalientes. Pese a que los instrumentos y escalas son distintos, se arriba a resultados coincidentes en dos ejes, (a) la identificación de marcos institucionales que generan tensión, y (b) la valoración positiva de algunos aspectos del programa. Los discursos analizados ofrecen evidencia de estilos de liderazgo diversos y de estrategias de gestión creativa para resolver cotidianamente algunas dificultades institucionales para implementar el PNIEB. Se concluye que es pertinente realizar un seguimiento diacrónico del papel que los directores y otros actores tienen en la implementación del PNIEB y el logro de resultados. Vinculado a lo anterior, la necesidad de informar, formar e involucrar con mayor asertividad a los directores de cada plantel que participa en el PNIEB canalizando así su agencia como actores clave del proceso educativo.
Recognizing the fundamental role of the school principals as key players for the implementation of the Programa Nacional de Inglés en Educacion Básica (PNIEB), an analysis was conducted of the perceptions and expectations with the program. The analysis used a sociocultural focus that frames educational processes as a co-construction amongst actors, their practices, and institutional structures. The corpus studied consisted of two datasets: first, 596 questionnaires given to principals from preschool, elementary and middle schools from across the country, with the purpose of incorporating the PNIEB to their schools; second, 13 interviews with elementary school principals working with PNIEB in the state of Aguascalientes. Although the instruments and scales of measure are different, the results coincide in (a) the identification of institutional frameworks that generate tensions, and (b) some of the positive aspects of the program. The analyzed conversations offer evidence of different leadership styles and creative management strategies used in resolving some institutional difficulties for the implementation of PNIEB. We concluded that it is pertinent that the role played by directors and teachers in the implementation of the PNIEB be followed up. Linked to this is the need to inform, reform and involve the principals and actors of every sector that participates in the PNIEB, in order to channel their agency as key players in the educational process.
Recognizing the fundamental role of the school principals as key players for the implementation of the Programa Nacional de Inglés en Educacion Básica (PNIEB), an analysis was conducted of the perceptions and expectations with the program. The analysis used a sociocultural focus that frames educational processes as a co-construction amongst actors, their practices, and institutional structures. The corpus studied consisted of two datasets: first, 596 questionnaires given to principals from preschool, elementary and middle schools from across the country, with the purpose of incorporating the PNIEB to their schools; second, 13 interviews with elementary school principals working with PNIEB in the state of Aguascalientes. Although the instruments and scales of measure are different, the results coincide in (a) the identification of institutional frameworks that generate tensions, and (b) some of the positive aspects of the program. The analyzed conversations offer evidence of different leadership styles and creative management strategies used in resolving some institutional difficulties for the implementation of PNIEB. We concluded that it is pertinent that the role played by directors and teachers in the implementation of the PNIEB be followed up. Linked to this is the need to inform, reform and involve the principals and actors of every sector that participates in the PNIEB, in order to channel their agency as key players in the educational process.
Palabras clave
Programa Nacional de Inglés en Educación Básica (PNIEB), Educación Básica, Directores, Liderazgo, Gestión, Enfoque Sociocultural, Basic Education, Directors, Leadership, Management, Sociocultural Approach
Citación
López-DeAnda, M. (2013). Los directores en la implementación del PNIEB: análisis desde un enfoque sociocultural. MEXTESOL JOURNAL, 37(3).