Practices in a collaborative workspace for teachers in Chile: "reproduce to Resist"

María Isabel Reyes-Espejo, Corina Ursula González-Weil, Andoni Patricio Arenas-Martija, Raimundo Lorenzo Salas-Cortés, Romina González-Benavente, Consuelo Ignacia Otárola Neira, Daniela Andrea Rojas-Rojas

Resultado de la investigación: Contribución a una revistaArtículorevisión exhaustiva


From a social-critical community perspective, in this study, we make visible the practices of resistance and/or reproduction to the Chilean neoliberal educational system that are deployed in a collaborative workspace for teachers in science. We resorted to critical ethnography, deployed in the techniques of: participant observation, semi-structured interview and discussion group. Through a qualitative analysis of content, two axes are identified to address the practices deployed in the collaborative workspace: Organizational practices and pedagogical practices. Teachers identify that the educational system that contextualizes their work prevents collaborative practices from being expressed and predominant in the space, given that their evaluative demands oppress them, distancing them from the activities that are developed in the collaborative space. We conclude that the practices of reproduction and resistance coexist in the group?s evolution, establishing themselves as an apparent dichotomy that forces them to "reproduce in order to resist".

Idioma originalEspañol
PublicaciónQuadernos de Psicologia
EstadoPublicada - 2022
Publicado de forma externa

Palabras clave

  • Collaborative teacher work
  • Education
  • Educational personnel
  • Neoliberal education system

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