Los libros de texto gratuitos para la educación secundaria y las reformas curriculares: ¿hacia la construcción de un régimen de políticas?

Abstract

The work studies the formation and institutional development of the free textbook policy for secondary education based on Wilson's (2000) policy regime model. The theoretical proposal seeks to explain change or permanence based on the process and dynamics of educational policy, understood as a subsystem, sector, domain or space of public policies. The decisions, political-institutional agreements and interests of the actors immersed in the structuring of the regime or the policy of textbooks are reconstructed to understand how and where the educational level and school materials evolved over time until the current era. To this end, educational reforms are taken as the axis in their interaction with the three key components of the policy regime in the process of design and implementation of the free textbook policy for the educational level in order to understand and explain how they changed or These policies remained, as well as capturing the causal chain of change.