Governance in teaching: student participation to improve learning

Abstract

This article proposes to analyze governance in teaching as another form of organizational that promotes student participation in decision-making for the improvement of learning. The category of governance in teaching emerges from the research work "The systematization of a transforming experience of teaching practice", at a doctoral level, which is in process at the Higher Institute of Educational Sciences of the State of Mexico. This category arises from the critical interpretation derived from the systematization of experiences, Latin American´s theoretical and methodological proposal developed by popular education. A method that gives voice to experiential knowledge, the transformation of practices and local knowledge. It is supported by qualitative, comprehensive, interpretive and reflective research. Governance in teaching is the result of a teaching that finds support critical pedagogy.
 This article critically dialogues with the neoliberal perspective that places governance from a market logic. This notion has been incorporated into educational policy and has been objectified in the regulations that govern the School Councils for Social Participation (Consejos Escolares de Participación Social) and in the 2017 Syllabus (Plan y Programa, 2017) particularly in the third component called curricular autonomy. The policy of social participation of educational actors proposed to improve the quality of the educational service; however, the voice of the students has been absent since its implementation. For this reason, an alternative practice of governance is introduced, derived from the experience´s critical interpretation of the research project, which is based on a teaching experience, with which findings of a new model of organization and social participation are exposed, where the students have a leading role.