Reposicionamiento de los docentes de la escuela Octavio Díaz León en contextos de desigualdad

Abstract

This thesis analyzes the re-positioning of teachers at the Octavio Díaz León School of Basic General Education, whose context is characterized by inequality situations; for this, the category of teaching positioning proposed by Southwell and Vassiliades is used, being the study of discourse and school biography necessary for its conceptualization. The theoretical support of this research corresponds to the ethical-critical vision of Paulo Freire. The methodological approach is qualitative interpretive, the methods that have been used were the phenomenological, the narrative and the ethnographic; the techniques used were the life history and non-participant observation. As main results are a heterogeneity in the re-positioning of teachers, where the set of meanings of their school biography is decisive in how they assume their condition and the practices that they generate, where some are oriented to resignation and others to change or transformation of the school environment.