Education and Teacher Training
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Peer reviewed
Abstract
Abstract
School coexistence is currently a field of tension between educational discourses oriented toward equity and institutional regulatory frameworks that favor logics of control. In Mexico, this contradiction is reflected in documents that invoke principles of equality and rights yet operate based on judicializing rationales that affect teacher agency and pedagogical conflict management. The objective of this study is to analyze a formative and reflective intervention focused on a critical reframing of institutional regulations, with upper secondary and higher education teachers from the National Institute of Fine Arts and Literature (INBAL), from an understanding of equity as a relational and situated process. The study adopts a qualitative, interpretive approach centered on an analysis of an intervention (workshop). The participants comprised 63 teachers selected through purposive, nonprobability sampling. The data were collected through a semi-structured questionnaire and analyzed using thematic analysis with an interpretive approach. The findings show shifts toward formative and restorative approaches to understanding regulations, persistent ethical-regulatory tensions, and expressions of teacher agency articulated through concrete pedagogical commitments. This study’s main contribution is that it demonstrates that institutional regulations constitute a key pedagogical dimension for the day-to-day construction of equitable conditions in arts education.
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@article{Espinosa2026Normatividad,
title = {Normatividad institucional como objeto pedagógico: resignificación docente para construir equidad y convivencia escolar},
author = {Erika Rivero Espinosa},
journal = {Revista Electrónica de Investigación Educativa},
year = {2026},
doi = {10.24320/redie.2026.28.especial.e05.7890},
url = {https://doi.org/10.24320/redie.2026.28.especial.e05.7890}
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