Educational Practice

En este trabajo se pone énfasis en la posibilidad de conformar la capacidad crítica del cuerpo docente universitario. Por ello, se considera la situación actual de la educación en el contexto de la globalización, neoliberalismo y desarrollo científico tecnológico y los fines que esta persigue bajo el discurso del enfoque educativo por competencias. A su vez se trata de develar los sentidos y significados que aparecen en el currículum tanto formal como oculto, la carga ideológica que se impregna en las instituciones de educación superior a través de la organización y distribución de los contenidos, saberes y conocimientos que son reproducidos por el profesorado. El objetivo de este trabajo es reconocer la práctica educativa y el papel de la ideología presente desde el currículum oculto y las posibilidades que ofrece la conformación de la capacidad crítica en la transformación individual y colectiva del personal docente universitario. En las conclusiones aparece la posibilidad de conformar una capacidad crítica desde su práctica; su subjetividad, sus experiencias personales, psicológicas, afectivas, socioculturales y políticas y su objetividad, de todo lo que le ofrece el mundo material, social, económico y político, además de reconocerse en y con el otro dentro del salón de clases con miras a lograr su emancipación y autonomía que le permitan actuar y transformar su mundo.
This article emphasizes the possibility of developing critical skills among university faculty. It considers the current state of education within a context of globalization, neoliberalism and scientific technological development through an educational skillsbased focus. It also addresses understanding both the formal and hidden sense and meaning behind a curriculum, how it permeates higher learning institutions as a result of how its contents is organized, distributed and reproduced through the knowledge of the teaching faculty. The objective of this study is to acknowledge the use and role of this ideology within hidden curriculums and the advantages of developing critical skills on the individual and collective transformation of the university faculty. The conclusions pursue the possibility of developing the critical skills of the faculty through practice, subjectivity, personal, psychological, affective
and political experience as well as its objectivity, which refers to the material, social, economic and political realms. It also encompasses acknowledging others within the classroom in order to attain
emancipation and autonomy and, thus, transform the world.

The paper explores the implications that had the first experience of alternation in the mexican state of Chihuahua for public schools. By applying interviews and the recovery of field diaries, it was possible to conclude that the changes were not significant in terms of operation of the educational system, however, changes in other dimensions
ocurred: in the field of strategic planning and the role of the teachers union. In other dimension it was observed that some symbolic references were changed, but the daily educational practice remained virtually untouched.