Mistrust as a structural-structuring condition of the school in Chiapas
DOI:
https://doi.org/10.31391/S2007-7033(2023)0061-005Abstract
This article presents the research findings into the experience of teachers working in Chiapas, Mexico. Ourobjective was to document and analyze some key elements of teachers’ learning about the functioning of the education system in which they are immersed; a learning that can be linked to a hidden curriculum. Using a constructivist paradigm and a biographic approach, semi-structured interviews with 9 primary teachers working in Chiapas were undertaken. Though our interpretative analysis, the learning of mistrust has been identify as an emergent and constant characteristic in all the teachers’ stories. The results around mistrust were categorized in three relational fields where learning to mistrust was deemed a determinant characteristic to their practice and identity: The government and authority, their teacher colleagues, and parents. At the same time that the need for collaborative and synergetic work was observed, learnt attitudes that closed down this possibility and perpetuate the prevailing toxic climate and ongoing feelings of mistrust were also found. These attitudes have a clear implication in student´s learning, altering the good functioning of schools and school climate.
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