Tecnologías y cultura organizativa en los centros escolares. ¿La uberización de las relaciones laborales?

Abstract

This work is based on the assumption that the use of digital devices in schools, especially the use of digital platforms, generates a technological culture among teachers. The objective of this article is to analyze the consequences of this phenomenon on the restructuring of the organizational framework of schools and on the teaching work. To aim this objective, is developed a multiple case study in four primary schools applying ethnographic strategies, such as the use of indepth interviews to the teaching staff (teachers, management teams, and school’s holders). The analysis of the information is structured on the categorization of 4 dimensions on which the technological culture is based: the classroom practices, the educational “innovation”, the professional identity, and the axiological component. The results obtained point to the fact that the agents have assumed the principles in the school culture, with which they give coverage to classroom practices consistent with the concept of uberization. But, despite the fact that teachers share the principles of core culture, they do not perceive ideological or technical conflict when committing to these practices. This is a finding coinciding with recent studies, but on which is necessary to continue looking for evidences.