El sindicalismo de la Sección 22 del SNTE/CNTE contra la reforma educativa en México (2012-2018): un caso de sindicalismo de movimiento social
This thesis addresses the unionism deployed by Section 22 of the National Union of Education Workers (SNTE) against the Education Reform promoted during the presidential term of Enrique Peña Nieto (2012-2018). The reform established a set of criteria determining hiring, contract renewal, and promoti...
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| Tipo de recurso: | tesis doctoral |
| Estado: | Versión publicada |
| Fecha de publicación: | 2020 |
| País: | México |
| Institución: | Universidad Autónoma Metropolitana |
| Repositorio: | Repositorio Institucional de la UAM Iztapalapa |
| Idioma: | español |
| OAI Identifier: | oai:bindani.izt.uam.mx:j67314160 |
| Acceso en línea: | https://doi.org/10.24275/uami.j67314160 |
| Access Level: | acceso abierto |
| Palabra clave: | info:eu-repo/classification/LEM/Sindicatos -- México info:eu-repo/classification/LEM/Coordinadora Nacional de Trabajadores de la Educación (México) info:eu-repo/classification/LEM/Teachers’ unions -- Mexico info:eu-repo/classification/LEM/Sindicato Nacional de Trabajadores de la Educación (México) info:eu-repo/classification/cti/5 |
| Sumario: | This thesis addresses the unionism deployed by Section 22 of the National Union of Education Workers (SNTE) against the Education Reform promoted during the presidential term of Enrique Peña Nieto (2012-2018). The reform established a set of criteria determining hiring, contract renewal, and promotions for teachers within the education system. Section 22 of the SNTE, union that represented public education workers from Oaxaca State, questioned the modifications and raised a belligerent unionism against the education measures. The union carried out extensive strikes, used strong repertoires of collective action, proposed a form of organization based on assemblies and sought to articulate its action against the reform with other demands raised by different subaltern groups. In this thesis we seek to reconstruct the six years of confrontation over the education reform, analyze the structural conditions that influenced the union deployment, and give an account of the organization of Section 22 and the union subjectivity of its activists. One of the key questions of this research was how to conceptualize the unionism deployed by Section 22 against the education reform. To address this question, we used the concept social movement unionism. |
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