Teachers’ participation in High School reform

Abstract

The aim is to make it clear that the secondary thinking made by teachers in relation to problems, weaknesses and strategies aimed at putting into operation a new secondary education, arises from the fact that the imposed reform forms part of a neoconservative agenda for public education. As a methodological path, there was a debate with authors who discuss the reform of secondary education in conjunction with others who focused on the debate on the consequences of managerialist policies for teaching work. It was concluded that the extensive workload that teachers have makes it difficult for them to participate in the debate on issues relating to school dynamics and the “ideal” curriculum for secondary education. It is understood that if there is an interest in promoting educational reforms with a view to putting high-quality secondary education into operation, policies must be established that ensure adequate working conditions for teachers and a salary policy that enhances the teaching career. But not only that, it is demanded that teachers be assured the possibility of exclusive dedication, which can provide greater chances of teachers' participation in defining what a secondary education should be that meets the interests of young people and also stimulates the work of teacher.