Nueva gestión pública y reforma educativa: La recontextualización de la autonomía escolar en diferentes contextos escolares en Cataluña
DOI:
https://doi.org/10.21814/rpe.7928Abstract
La Nueva Gestión Pública (NGP) emergió en el debate político a partir de la década de los ochenta, bajo la promesa de mejorar la efectividad del sector público, mediante el modus operandi de la empresa privada. La autonomía escolar es una política clave en la agenda de la NGP. Esta investigación analiza la recontextualización de la autonomía escolar en la escuela pública
en Cataluña. La hipótesis principal es que la composición social y la estabilidad de la plantilla docente influyen en la recontextualización de la autonomía escolar. La metodología utilizada se basa en el estudio de caso de tipo comparativo. Dos escuelas públicas con diferentes contextos escolares han sido seleccionadas. El estudio de caso combina encuestas con la plantilla docente, entrevistas semiestructuradas con actores clave y observación directa. Los resultados muestran que el contexto escolar puede desencadenar respuestas diferenciales y limitar el desarrollo de la autonomía pedagógica en contextos desaventajados.
Palabras-clave: Nueva Gestión Pública; Autonomía escolar; Recontextualización; Privatización endógena
ABSTRACT
New Public Management (NPM) emerged in the political debate since the eighties, with the promise of improving the effectiveness of the public sector, through the modus operandi of private enterprise. School autonomy is a key policy in the agenda of NPM. The aim of this research is to analyze the recontextualization of school autonomy in public schools in Catalonia. This investigation is based on the hypothesis that the social composition and stability of the teaching staff influence the recontextualization of school autonomy in schools. The methodology is based on a comparative case study. Two public primary schools with different school contexts have been selected. The case study combines surveys with school staff, semi-structured interviews with key stakeholders and direct observation. The results show that the school context can trigger different responses and limit the development of pedagogical autonomy in disadvantaged environments.
Keywords: New Public Management; School autonomy; Recontextualization; Endogenous privatisation
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