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¿Por qué hay docentes que no aman la profesión?

Por: Abel Bustos Martínez
A lo largo de mi trayectoria profesional, abarcando desde mi etapa como practicante normalista y hasta la actualidad como Supervisor de Zona Escolar de Telesecundaria he observado muchas situaciones relacionadas con la educación,

tanto de éxito pero también una diversidad de problemáticas que dificultan el aprendizaje de los estudiantes, sobre esto último hay una en particular que en lo personal me ha indignado más de una ocasión, y esto tiene que ver con el profesionalismo de los docentes. 

Antes de continuar quiero aclarar que lo aquí se escribe es mi juicio, que puede ser válido o no dependiendo del lector, y que pues tiene fundamento en mi experiencia y observación a lo largo de varios años. 

Tratando de hacer comprender la situación más en específico, lo que he observado en estos años y me lo he preguntado es el por qué los docentes no cumplen con su función como debiera, hablando de casos en los que llegan tarde a las escuelas, o inventan pretextos para faltar, dejan a los alumnos fuera de los aulas dejando de lado el trabajo académico, ceden a situaciones propuestas por los alumnos, no planean las clases, salen temprano, sacan a los alumnos sin respetar ningún protocolo, se salen de las aulas dejándolos solos por mucho tiempo, por mencionar algunas. 

Tal vez sería complejo entrevistarse con un docente y conocer el porqué de estas situaciones, porque tal vez nunca reconozcan que lo que hacen no es lo que se espera de ellos, basándonos en la normatividad, entonces queda preguntarnos y limitarnos a algunas posibilidades y en relación a ello saber cómo se puede resolver esa problemática toda vez que lo que se omite o deja de hacer tiene una repercusión directa en los estudiantes, alguien pudiera pensar que no es tan grave, pero considero que esos hábitos generados por tal vez 10 años por poner un ejemplo de tiempo en el sistema , multiplicado por 25 alumnos en promedio que se atiendan hablamos ya de 250 alumnos que no va a tener los elementos para poder desarrollar ciertas competencias, que pueden ver alterados su proyecto de vida, ahora, hablamos solo de un docente en 10 años, pero si en lugar de 1 docente hablaremos de 1000, o de 10000, o más por más años. Hablaríamos de muchos alumnos en nuestro país que no van a lograr el perfil de egreso, hablando en esta situación podemos comprender el origen de la enfermedad una vez conocidos los síntomas. Aclarando desde luego que no es él púnico problema que existe en la educación en nuestro país, ni que todos los docentes tienen hábitos que contrarían la normatividad y mucho menos que evaluaciones como las que se implementaron hace algunos ciclos escolares solucionen esta situación. 

Pues bien, considero que tanto los supervisores como los directores debemos ser ejemplo de responsabilidad y profesionalismo para nuestros docentes y es necesario que tengamos la capacidad de generar diagnósticos basados en la observación sistemática de la práctica pedagógica y hasta cierto punto tener conocimiento de qué tipo de maestros hay en las escuelas. Usando una clasificación muy sencilla, que es la siguiente. 

Sabe hacer. No sabe hacer. 
Quiere hacer.Sabe hacer/ Quiere hacerNo sabe hacer/ Quiere hacer
No quiere hacer. Sabe hacer/ No quiere hacerNo sabe hacer/ No quiere hacer.

Pues bien en la primera clasificación: Sabe hacer/ Quiere hacer es el tipo de docente que está en posibilidades de desarrollar las competencias en los alumnos. 

En la segunda: No sabe hacer/ Quiere hacer. Podemos encontrar tal vez situaciones de omisión y hasta equivocaciones pero al generar un acompañamiento podemos lograr un crecimiento toda vez que hay una actitud positiva para poder crecer. 

En la tercera y la cuarta es posiblemente los casos que he observado Sabe hacer/ No quiere hacer y No sabe hacer/ No quiere hacer. La primera es compleja debido a que hay conocimientos de lo que hay que hacer pero no hay voluntad de hacerlo y son docentes con los cuales se puede tener conflictos precisamente porque saben pero no cumplirán su función. Pues en la última los docentes con pocos conocimientos y sin voluntad de hacer su trabajo, en teoría no deberían de estar en el sistema ya que hay un filtro que es el nuevo ingreso, sin embargo como contratados suelen llegar, así como aquellos que ingresaron en su momento previos a los exámenes de oposición. 

Pues bien al haber compartidos estas ideas y sabiendo que hay compañeros docentes que se resisten a realizar su trabajo qué se puede hacer. Considero que las acciones de asesoría, acompañamiento y apoyo sistemático se puede lograr la mejoría, esos son los principales elementos que pueden beneficiar el crecimiento profesional, y pues de no funcionar esto recurrir a una cuestión jurídica considero que es la última alternativa.  

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