Construction of democratic practice in a school in Mexico City. Case Study. Author: Silvia Flores Conde

I will start with an assumption that says the following, the teachers live in a utopia seeks to educate on human rights and democracy, but the reality is we live in schools an environment of constant repression, caused by power roles exercised by members of the school community, administrators, teachers, support workers to education and the students themselves.

The research work performed in 1995 Silvia Conde sui generis in a school for its philosophy and its source, provides us with interesting data from an eclectic view, taking into account different points of view.

We live in a country that appears to be a social democracy with different political changes in the alternation of power in the PRI to PAN government, public authorities elected representation through voting and sometimes fraudulent elections, supposedly this is the result of desire subjects in schools be democratic, living in schools and in society a genuine citizen participation in power hegemony and internationally as a country we have built-in development process of globalization that has nothing to democracy.

In the first two chapters of his thesis Silvia Conde, discusses the theoretical aspects of political democracy and methodological aspects of education for democracy and human rights, so that the school is regarded as key to transforming society, and secondly it is conceived as an institution that reproduces the practices of domination, in which teachers exercise their power over the student leaving without participation in the process of dialogue and democratic convergence.

So schools are in decline, far from being democratic spaces, the roles of power are governed by the dominant culture of society, the media caused a phenomenon of alienation in teachers and students; interfering with the conditions of possibility for democratic education.