Reformas y práctica educativa en la formación inicial del profesorado en Bolivia: el caso de la Escuela Superior de Formación de Maestros "Enrique Finot" del Departamento de Santa Cruz

Reforms and educative practices in the initial formation of teachers in Bolivia: That is the case of the teachers’ formation at the superior teachers’ school” Enrique Finot” in Santa Cruz. This research approaches the teachers’ problematic in Bolivia, moreover the initial formation of teachers – In the educative reform process (law 1565) which was attempted to be implant in Bolivia since 1994, and based on the frame word of others educative reforms rooted in Latin America. The objective of this paper is oriented to a reflexive analysis of the docent practices into the educative practices context. Using as a specific example: the formation of teachers at the superior teachers’ school in Santa Cruz “Enrique Finot”. To reach this purpose we will do a deep analysis into the Latin-American context as well as the directress that appear about the docent problematic, the Bolivian context and the particularities that had showed the initial formation into the reform process. And after that we will approach the central objectives in our investigation which are the classification of the problematic in the docent area, on one side, the institutional context and its influences in the docent practices. On the other hand, the analysis of the docent practice to determine how is it structure according to the planning, the development and the evaluation into the teaching-learning process. The main objective of this study was approached since the epistemology perspective interpretation, using the ethnologic method which work field required the total access to the stage of the researcher, that consisted in the attend as a student to five groups of the fifth semester of the social studies program. (Six months system) and six groups of the first year of the communication and languages programs (annual system). Since February to June 2011. To collect the information it was required qualitative techniques like the participant observation as well as interviews. The processing, analysis and synthesis of the information were developed based on a triangulation, on one side according to the qualitative information obtained, the analyzed theories and the researcher´s point of view, considering these big dimensions: the institutional context related to the educative practice and the docent practices itself. The conclusions of the present thesis show us that since the gradual implementation of the educative reform – which involved the administration of the superior teachers’ school in Santa Cruz by the local and state university – that it was made a huge effort to modify the local institutional culture that implicate to take the politic out of the institution, the creation of an improved teaching group better prepared and a clear improvement of the quality in formation of the future teachers. At the same time the status of the initial formation was touch and a better and more efficient administration was proposed. However, it was stopped by the abrogation of that law (law 1565) which provoked the application of a new education law currently in application. About the docent practices, the results show us that there was not a deep change – except some personal experiences – the traditional model based on in front classes and knowledge spread remain but in a different way. All these are still the principal problem of the docent practices, showing us that the problem exists between the speech and the real docent practices they do.