AUCTORES
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Research Article | DOI: https://doi.org/10.31579/2690-4861/941
1Professor at the Faculty of Medicine and Surgery, Autonomous University Benito Juárez of Oaxaca.
2Professor at the Faculty of Medicine and Surgery, Autonomous University Benito Juárez of Oaxaca.
3Director of Training, Design and Research for the Promotion of Reading at the State Institute of Literary Creation and Promotion of Reading in the state of Oaxaca.
4Professor at the Faculty of Law and Social Sciences, Autonomous University Benito Juárez of Oaxaca.
*Corresponding Author: Jarib Abihud Aragón García, Professor at the Faculty of Medicine and Surgery, Autonomous University Benito Juárez of Oaxaca
Citation: Aragón García JA, Aragón Calvo RR, Zaldívar Carrillo ME, Aragón García UR, (2025), Pedagogies in Dispute: Teaching Narratives Between Reproduction and Emancipation in Oaxaca, International Journal of Clinical Case Reports and Reviews, 32(1); DOI:10.31579/2690-4861/941
Copyright: © 2025, Jarib Abihud Aragón García. This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.
Received: 04 December 2025 | Accepted: 18 December 2025 | Published: 27 December 2025
Keywords: symbolic dispute; critical pedagogy; school memory; educational decolonization; and pedagogical practices
This study investigates the representations that different social actors —mainly educators and professionals in the educational field— construct regarding the function of the school, the role of the teacher, and pedagogical relationships. Through 12 open-ended questions administered to 30 participants, the symbolic tensions between domination and emancipation in their narratives are examined, analyzed through qualitative methods (thematic and content analysis) and quantitative methods (frequencies, percentages, co-occurrences). The findings make visible the authoritarian, reproductive, and hierarchical dimensions present in school memory, as well as the liberating imaginaries associated with criticism, dialogue, inclusion, and social transformation. In dialogue with authors such as Freire, Foucault, Zaldívar Carrillo, and Apple, it is shown that the school continues to be a field of symbolic dispute between cultural domestication and critical consciousness.
The school, as a social institution, is not a neutral space, but rather a field of dispute where hegemonic forces seeking to perpetuate the established order clash with emancipatory pedagogical practices aspiring to transform it. This study analyzes the narratives of 30 education graduates in Oaxaca, Mexico, to reveal how their perceptions of pedagogical practices reflect this contradiction. From the perspective of critical pedagogy (Freire, 1970; Giroux, 1988), it explores the representations that oscillate between the naturalization of the school as a reproductive apparatus and those that conceive of it as a space of resistance, dialogue, and the construction of critical thinking. The Latin American context, marked by demands for educational decolonization (Walsh, 2012) (Zaldívar, 2025) and connection with community realities (Rockwell, 2009), frames this research as a contribution to the debate on the political meanings of education. The teachers' narratives analyzed reveal a symbolic tension between domination and emancipation, categories that structure understandings of the school function, the teacher's role, and pedagogical relationships. Through a mixed-methods approach—combining thematic and content analysis with frequency quantification—discourses are identified that reproduce authoritarian, hierarchical, and disciplinary logics (Foucault, 1975; Bourdieu and Passeron, 1990), as well as alternative imaginaries that prioritize inclusion, critique, and social transformation. These contradictions are not merely individual but express structural conflicts within an educational system that wavers between neoliberal homogenization and pedagogical resistance rooted in the historical struggles of peoples.
This work is situated at the intersection of school memory and critical theories of education, seeking to make visible how teachers negotiate, resist, or reproduce dominant logics in their daily practice. In dialogue with authors such as Zaldívar (2024) and Apple (2012), it argues that the school remains a contested territory, where what is at stake is not only teaching methods, but also antagonistic civilizational projects: one that subordinates education to the logic of the market and another that claims it as a tool for collective liberation. The findings presented here provide empirical evidence for this debate, showing that, despite control structures, fissures persist through which the possibility of an alternative pedagogy can seep.
Theoretical Foundation
Foucauldian perspective (Foucault, 1975) conceptualizes the school as a disciplinary institution that regulates bodies and subjectivities through mechanisms such as evaluation, classification, and normalization. This aligns with Bourdieu and Passeron's (1990) theory of "symbolic violence," where the school legitimizes inequalities by presenting the knowledge and values of dominant groups as neutral. In the narratives analyzed, this function is evident in descriptions of the "good school" as a space of "order and discipline" (P2, subject 1) or in the idealization of the "obedient student" (P7, subject 9), coinciding with what Bernstein (1990) calls "visible pedagogies." Freire (1970) challenges the banking model of education, proposing instead a dialogical pedagogy that recognizes learners as political subjects. This vision resonates in narratives that emphasize the need to "teach critical thinking" (P2, subject 4) or "value community knowledge" (P3, subject 17). Giroux (1988) expands on this approach by suggesting that educators should act as "transformative intellectuals," an idea that emerges in proposals from teachers who conceive of their role as facilitators of autonomous processes (P4, subject 21).
In Latin America, authors such as Walsh (2012) and Mignolo (2011) have denounced the colonial nature of hegemonic educational models. Their arguments resonate in narratives that criticize the "Europeanization of the curriculum" (P2, subject 3) or propose "learning from our own history" (P3, subject 18). Santos (2018) contributes the concept of "epistemologies of the South" to highlight pedagogical alternatives rooted in local contexts, which manifests itself in demands for a school that "rescues indigenous languages" (P2, subject 17).
Kemmis (2010) and Zaldívar (2024) point out that teacher professionalization oscillates between adaptation to the system and critical resistance. This explains the differences found between graduates with postgraduate training—more inclined to question the status quo—and those whose practice reproduces traditional models. Bolívar's (2000) theory of educational leadership helps to understand the contradictions between authoritarian administrators (P12, subject 1) and those who promote democratic participation (P9, subject 24). Rockwell (2009) highlights how schools in Mexico negotiate with local realities on a daily basis. In Oaxaca, where 32% of the population is indigenous (INEE, 2018), this translates into tensions between the official school model and community-based pedagogical practices. Narratives that value "collective work" (P5, subject 17) or "tequio as a methodology" (P15, subject 14) exemplify this hybridization.
Study Methodology
1. Research Design A mixed approach (qualitative-quantitative) with a qualitative predominance was used , based on:
2. Participants
3. Data Collection
4. Qualitative Analysis
Emancipatory ( e.g. , school as a critical space).
5. Quantitative Analysis
6. Triangulation
7. Limitations
Methodological Contribution
This study is innovative in that:
Because we will be conducting a question-by-question analysis, we have combined the results with their discussion. An overall assessment will be provided at the end of the study.
Question 1: What would happen if schools didn't exist?
Quantitative analysis (frequency of themes)
The following main ideas were identified in the 30 responses:
| Topic identified | Frequency | Percentage |
|---|---|---|
| Loss of formal/professional learning | 22 | 73% |
| Increased social and educational inequality | 15 | 50% |
| Social disorganization / chaos | 9 | 30% |
| Community alternatives / non-formal education | 11 | 36% |
| Increased violence or crime | 6 | 20% |
| Critique of the school as a domestication apparatus | 4 | 13% |
| Philosophical-utopian perspective (more freedom, free thought) | 3 | 10% |
Qualitative analysis (symbolic tensions)
Three types of narratives can be distinguished:
“Virtually everyone will learn empirically, and there would be more vandalism, a lot of crime…”
“There would be less domestication of the system.”
“Surely the educational processes would develop in other, more diverse ways…”
“Knowledge would cease to be a guaranteed right and become a privilege for the few… ”
Theoretical interpretation
This question highlights the tension Freire (1970) points out between banking education and liberating education. The school appears as a mediator between knowledge and citizenship, but also as an instrument of social control (Foucault, 1975). In line with Zaldívar Carrillo (2021), some responses suggest the need to reconfigure the school as a space for critical thinking and not simply as a reproduction of the established order.
QUESTION 2: List 10 characteristics of a good school
Quantitative analysis
The 30 responses yielded 300 characteristics, grouped into general categories:.
| Category | Frequency | Percentage |
|---|---|---|
| Prepared and committed teachers | 27 | 90% |
| Safe, clean and suitable spaces | 23 | 77% |
| Values/Ethics Training | 21 | 70% |
| Community/family participation | 19 | 63% |
| Encouraging critical/creative thinking | 16 | 53% |
| Inclusion / attention to diversity | 14 | 47% |
| Link to reality and social context | 13 | 43% |
| Freedom of thought / student emancipation | 11 | 37% |
| Comprehensive and meaningful curriculum (art, science, culture) | 10 | 33% |
Qualitative analysis
“A school where students, along with their community, promote the liberation of others.”
“A school that provides a proletarian education.”
“A school that breaks with established curricula and addresses real needs.”
Theoretical interpretation
This aligns with the arguments of McLaren (1998) and Apple (2012) regarding the need for a critical pedagogy that transforms the school into a political agent. As Zaldívar Carrillo (2022) argues, “a good school is one that sparks questions, not just offers answers; that forms conscious subjects, not merely competent ones.”
Question 3 : Ten reasons why children and young people should attend school
Quantitative analysis
| Reason mentioned | Frequency | Percentage |
|---|---|---|
| Acquisition of basic knowledge (reading, writing, etc.) | 27 | 90% |
| Socialization and coexistence with peers | 24 | 80% |
| Development of critical thinking / autonomy | 15 | 50% |
| Citizenship education / ethics / values | 19 | 63% |
| Better job opportunities / social mobility | 18 | 60% |
| Defense of rights and political awareness | 10 | 33% |
| Connection with their culture / identity | 11 | 37% |
| Community participation / social transformation | 8 | 27% |
Qualitative analysis
The responses are polarized between two imaginaries:
“To access a better job”
“To have a dignified life”
“To become politically educated and develop class consciousness”
“To build revolutionary processes”
Symbolic tensions
Question 4: List 10 characteristics of a good teacher
Quantitative analysis
Based on the responses of the 30 subjects (up to 300 mentions), the following main categories were identified:
| Category | Frequency | Percentage |
|---|---|---|
| Empathy and sensitivity | 27 | 90% |
| Commitment / love for the profession | 25 | 83% |
| Academic preparation / professional development | 23 | 77% |
| Ability to motivate and spark interest | 20 | 67% |
| Critical thinking / social awareness | 17 | 57% |
| Knowledge of the context and the community | 15 | 50% |
| Ability to engage in dialogue and listen | 18 | 60% |
| Ethics and values | 21 | 70% |
| Creativity / Pedagogical Innovation | 19 | 63% |
Qualitative analysis
Reproductive narratives (domination):
To a lesser extent, some descriptions focus on fulfilling the formal role (planning, following rules, being punctual), without mentioning affective or transformative bonds.
Emancipatory narratives:
The figure of the teacher predominates as an ethical guide, social transformer, critical intellectual, and subject who acts from a situated ethics:
“A good teacher is one who teaches how to work collectively, knows the history of their community, and fights for the common good.”
“They must be free of alienation, a student of social problems, an organizer, and a shaper of consciences.”
Theoretical interpretation
The representation of the good teacher aligns with the emancipatory educator proposed by Freire (1970) and reaffirmed by Miguel Erasmo Zaldívar Carrillo (2022), who states that “the teacher who cultivates critical thinking does not impose certainties, but opens questions to think about the world in an ethical, political and community key” .
Question 5: List 10 positive aspects of your schooling process
Quantitative analysis
The responses were grouped into thematic categories:
| Positive experience | Frequency | Percentage |
|---|---|---|
| Academic background (literacy, reasoning, history…) | 24 | 80% |
| Emotional relationships with teachers and classmates | 22 | 73% |
| Recognition, motivation, trust | 18 | 60% |
| Extracurricular activities (art, sports, dance…) | 15 | 50% |
| Discovery of interests or vocation | 12 | 40% |
| Development of critical thinking / autonomy | 9 | 30% |
| Participation in projects / research / collective | 8 | 27% |
Qualitative analysis
Positive reproductive narratives:
“My calculus teacher motivated us to read books every month.”
“I understood my students, I became more familiar with revolutionary processes, and today I have clarity about my role.”
Theoretical interpretation
As McLaren (1998) and Apple (2012) point out, school memory also functions as a symbolic device. Some narratives gratefully recall teachers who paved the way for autonomy, critical thinking, and social engagement.
Question 6: List 10 characteristics of a bad school
Quantitative analysis
Of the 300 extracted features, they were grouped into the following core categories:
| Negative characteristic | Frequency | Percentage | ||||
|---|---|---|---|---|---|---|
| Bad teachers / without vocation / without preparation | 26 | 87% | ||||
| Institutional disorganization / lack of leadership | 22 | 73% | ||||
| Toxic environment / violence / discrimination | 19 | 63% | ||||
| Lack of resources / inadequate infrastructure | 18 | 60% | ||||
| Lack of motivation or connection with the context | 14 | 47% | ||||
| Authoritarian evaluation / banking method | 11 | 37% | ||||
| Indoctrination / imposition of ideology / inequality | 9 | 30% | ||||
Qualitative analysis
Dominant narratives:
“He doesn’t trust children to give them responsibilities.”
"It only teaches how to reproduce meaningless official content."
“Students are driven away by the symbolic violence of the exam.”
Emergence of the desire for transformation:
Theoretical interpretation
These representations reveal the conflict between the school as an apparatus of cultural reproduction (Bourdieu and Passeron, 1970) and the possibility of its reinvention as a space of emancipation. This coincides with what Zaldívar (2024, 2025) calls pedagogy in favor of decolonizing the oppressed.
Synthesis of symbolic tensions (Questions 4–6)
| Symbolic dimension | Domination | Emancipation |
|---|---|---|
| Teacher | Authoritarian, unpunctual, without vocation | Critical, empathetic, community-oriented, committed |
| School experience | Rigid, punitive, memorization-based, selective | Affective, reflective, collective, creative |
| School | Reproductive, hierarchical, detached | Transformative, contextual, democratic, supportive |
Question 7: List 10 characteristics of a good student
Quantitative analysis
The 30 responses resulted in over 300 mentions, classified as follows:
| Category | Frequency | Percentage |
|---|---|---|
| Responsible / disciplined / punctual | 28 | 93% |
| Respectful / with values | 26 | 87% |
| Participative / collaborative | 23 | 77% |
| Curious / asks questions / is interested | 20 | 67% |
| Critical / reflective / autonomous | 16 | 53% |
| Creative / proactive | 15 | 50% |
| Aware of their context and community | 13 | 43% |
| Eager to learn / motivated | 12 | 40% |
Qualitative analysis
Reproductive narratives (domination):
Emancipatory narratives:
“A good student asks questions, makes suggestions, stands up for themselves, and challenges the school.”
“They must know their own history and that of their community, help others, and work for the common good.”
Theoretical interpretation
The tension between the view of the student as an “obedient recipient” and as an active subject of learning (Freire, 1970) is revealed. Zaldívar (2024, 2025) has argued that critical education does not seek to produce adapted students, but rather individuals capable of interpreting and transforming their reality from their identity and context.
QUESTION 8: List 10 characteristics of a bad teacher
Quantitative analysis
| Negative category | Frequency | Percentage |
|---|---|---|
| Irresponsible / unpunctual / absentee | 25 | 83% |
| Authoritarian / aggressive / loud | 22 | 73% |
| Without preparation / without vocation | 21 | 70% |
| Reproductive / traditionalist / non-reflective | 17 | 57% |
| Doesn't listen / doesn't engage in dialogue | 15 | 50% |
| Indifferent / uncommitted to students | 13 | 43% |
| It reproduces inequalities / favoritism | 11 | 37% |
| Not linked to the community or social transformation | 9 | 30% |
Qualitative analysis
Dominant narratives:
The bad teacher appears as a passive, controlling subject, without self-criticism or social commitment
"She grades with favoritism, arrives late, shouts, doesn't prepare, and doesn't listen."
"Her class is like banking; she grades to control."
Emancipatory critiques
The teacher who does not recognize the knowledge of others, who reproduces vertical schemes and does not connect with the community is questioned
"The teacher who merely clocks in and out, who ignores the history and needs of their community."
"The one who treats their role as a simple job rather than a political and ethical responsibility."
Theoretical interpretatios
Following Apple (2012), a bad teacher is not simply incompetent, but rather functional to the reproduction of the dominant order, by denying the collective construction of knowledge. Zaldívar Carrillo (2024, 2024b) emphasizes that a bad teacher is one who “renounces thinking with others, and becomes an operator of a blind pedagogy.”
Question 9: List 10 characteristics of a good school principal
Quantitative analysis
| Category | Frequency | Percentage |
|---|---|---|
| Leader with vision / guidance / decision-making | 27 | 90% |
| Empathetic / approachable / human | 25 | 83% |
| Responsible / organized / decisive | 23 | 77% |
| Fair / equitable / without favoritism | 21 | 70% |
| It encourages participation and teamwork. | 20 | 67% |
| Linked to the community and the local context | 17 | 57% |
| Promoter of pedagogical transformation | 15 | 50% |
| With political and social commitment | 10 | 33% |
Qualitative analysis
Traditional narratives:
Emancipatory narratives:
“They are concerned about intercultural education, the history, and the language of the community.”
“They coordinate efforts with parents, students, and community groups.”
“They have moral authority, accept criticism, promote dialogue, and transform the school.”
Theoretical interpretation
Freire's ideal of transformative leadership is observed : the director not as a hierarchical figure, but as the ethical-political articulator of the school project. Zaldívar Carrillo (2023) describes him as “the collective intellectual who, instead of commanding, convenes; instead of imposing, listens; instead of monitoring, accompanies.”
Synthesis of symbolic tensions (Questions 7–9)
| Symbolic dimension | Domination | Emancipation |
|---|---|---|
| Student | Obedient, punctual, disciplined | Critical, proactive, supportive, autonomous |
| Bad teacher | Authoritarian, absent, reproductive, insensitive | (by contrast) – absence of criticism, dialogue, or awareness |
| Good director | Administrator, efficient, distant (minority) | Ethical, democratic leader, committed to the community |
Question 10: List 10 characteristics of a bad student
Quantitative analysis (*n=30 responses, 300 mentions*):
| Category | Freq . | % |
|---|---|---|
| Undisciplined/disrespectful | 26 | 87% |
| Irresponsible (doesn't do homework) | 24 | 80% |
| Passive/disinterested | 20 | 67% |
| Aggressive or violent | 15 | 50% |
| Conformist (uncritical) | 12 | 40% |
| Individualistic (does not collaborate) | 10 | 33% |
| Unaware of its community context | 8 | 27% |
Qualitative analysis:
Theoretical
interpretation:
The construction of the "bad student" reflects what Foucault (1975) calls the failed disciplined subject. For critical authors like McLaren (1998), this category is a tool of control that stigmatizes difference.
QUESTION 11: Negative aspects of your schooling
Quantitative analysis (*n=30 responses, 180 mentions*):
| Category | Freq . | % |
|---|---|---|
| Authoritarian teachers | 22 | 73% |
| Physical/verbal violence | 18 | 60% |
| Memorization methods | 16 | 53% |
| Lack of cultural relevance | 14 | 47% |
| Rigid school bureaucracy | 12 | 40% |
| Exclusion of community knowledge | 9 | 30% |
Qualitative analysis:
Theoretical interpretation:
Segato 's (2018) "pedagogy of cruelty" : the school as a space that naturalizes hierarchies. The responses also show that negative memory can be the seed of critical consciousness (Freire, 1970).
QUESTION 12: Characteristics of a bad director
Quantitative analysis (*n=30 responses, 300 mentions*):
| Category | Freq . | % |
|---|---|---|
| Authoritarian/does not engage in dialogue | 27 | 90% |
| Corrupt/favoritism | 23 | 77% |
| Disorganized/inefficient | 20 | 67% |
| Ignorant of teachers' needs | 18 | 60% |
| Without a pedagogical vision | 16 | 53% |
| Suppressor of critical initiatives | 11 | 37% |
Qualitative analysis:
Theoretical interpretation :
The bad principal embodies what Apple (2012) calls a "neoliberal manager" : prioritizing control over pedagogy. For Bolívar (2000), this obstructs the distributed leadership necessary in critical schools.
Final Summary: Axes of Dispute
| Dimension | Domination | Emancipation |
|---|---|---|
| Student | Obedient/submissive | Critical/committed to his community |
| Experience | Symbolic violence/boredom | Meaningful/affective learning |
| Address | Authoritarianism/isolation | Democracy/territorial linkage |
Conclusion: The narratives reveal that schools are a battleground between the reproduction of inequalities and the possibility of a decolonized, dialogical, and situated education (Walsh, 2012; Zaldívar Carrillo, 2021). Oaxacan teachers, for the most part, reject the banking model of education but still face structural tensions in implementing alternatives.
Because we will be conducting a question-by-question analysis, we have combined the results with their discussion. An overall assessment will be provided at the end of the study.
Question 1: What would happen if schools didn't exist?
Quantitative analysis (frequency of themes)
The following main ideas were identified in the 30 responses:
| Topic identified | Frequency | Percentage |
|---|---|---|
| Loss of formal/professional learning | 22 | 73% |
| Increased social and educational inequality | 15 | 50% |
| Social disorganization / chaos | 9 | 30% |
| Community alternatives / non-formal education | 11 | 36% |
| Increased violence or crime | 6 | 20% |
| Critique of the school as a domestication apparatus | 4 | 13% |
| Philosophical-utopian perspective (more freedom, free thought) | 3 | 10% |
Qualitative analysis (symbolic tensions)
Three types of narratives can be distinguished:
“Virtually everyone will learn empirically, and there would be more vandalism, a lot of crime…”
“There would be less domestication of the system.”
“Surely the educational processes would develop in other, more diverse ways…”
“Knowledge would cease to be a guaranteed right and become a privilege for the few… ”
Theoretical interpretation
This question highlights the tension Freire (1970) points out between banking education and liberating education. The school appears as a mediator between knowledge and citizenship, but also as an instrument of social control (Foucault, 1975). In line with Zaldívar Carrillo (2021), some responses suggest the need to reconfigure the school as a space for critical thinking and not simply as a reproduction of the established order.
QUESTION 2: List 10 characteristics of a good school
Quantitative analysis
The 30 responses yielded 300 characteristics, grouped into general categories:.
| Category | Frequency | Percentage |
|---|---|---|
| Prepared and committed teachers | 27 | 90% |
| Safe, clean and suitable spaces | 23 | 77% |
| Values/Ethics Training | 21 | 70% |
| Community/family participation | 19 | 63% |
| Encouraging critical/creative thinking | 16 | 53% |
| Inclusion / attention to diversity | 14 | 47% |
| Link to reality and social context | 13 | 43% |
| Freedom of thought / student emancipation | 11 | 37% |
| Comprehensive and meaningful curriculum (art, science, culture) | 10 | 33% |
Qualitative analysis
“A school where students, along with their community, promote the liberation of others.”
“A school that provides a proletarian education.”
“A school that breaks with established curricula and addresses real needs.”
Theoretical interpretation
This aligns with the arguments of McLaren (1998) and Apple (2012) regarding the need for a critical pedagogy that transforms the school into a political agent. As Zaldívar Carrillo (2022) argues, “a good school is one that sparks questions, not just offers answers; that forms conscious subjects, not merely competent ones.”
Question 3 : Ten reasons why children and young people should attend school
Quantitative analysis
| Reason mentioned | Frequency | Percentage |
|---|---|---|
| Acquisition of basic knowledge (reading, writing, etc.) | 27 | 90% |
| Socialization and coexistence with peers | 24 | 80% |
| Development of critical thinking / autonomy | 15 | 50% |
| Citizenship education / ethics / values | 19 | 63% |
| Better job opportunities / social mobility | 18 | 60% |
| Defense of rights and political awareness | 10 | 33% |
| Connection with their culture / identity | 11 | 37% |
| Community participation / social transformation | 8 | 27% |
Qualitative analysis
The responses are polarized between two imaginaries:
“To access a better job”
“To have a dignified life”
“To become politically educated and develop class consciousness”
“To build revolutionary processes”
Symbolic tensions
Question 4: List 10 characteristics of a good teacher
Quantitative analysis
Based on the responses of the 30 subjects (up to 300 mentions), the following main categories were identified:
| Category | Frequency | Percentage |
|---|---|---|
| Empathy and sensitivity | 27 | 90% |
| Commitment / love for the profession | 25 | 83% |
| Academic preparation / professional development | 23 | 77% |
| Ability to motivate and spark interest | 20 | 67% |
| Critical thinking / social awareness | 17 | 57% |
| Knowledge of the context and the community | 15 | 50% |
| Ability to engage in dialogue and listen | 18 | 60% |
| Ethics and values | 21 | 70% |
| Creativity / Pedagogical Innovation | 19 | 63% |
Qualitative analysis
Reproductive narratives (domination):
To a lesser extent, some descriptions focus on fulfilling the formal role (planning, following rules, being punctual), without mentioning affective or transformative bonds.
Emancipatory narratives:
The figure of the teacher predominates as an ethical guide, social transformer, critical intellectual, and subject who acts from a situated ethics:
“A good teacher is one who teaches how to work collectively, knows the history of their community, and fights for the common good.”
“They must be free of alienation, a student of social problems, an organizer, and a shaper of consciences.”
Theoretical interpretation
The representation of the good teacher aligns with the emancipatory educator proposed by Freire (1970) and reaffirmed by Miguel Erasmo Zaldívar Carrillo (2022), who states that “the teacher who cultivates critical thinking does not impose certainties, but opens questions to think about the world in an ethical, political and community key” .
Question 5: List 10 positive aspects of your schooling process
Quantitative analysis
The responses were grouped into thematic categories:
| Positive experience | Frequency | Percentage |
|---|---|---|
| Academic background (literacy, reasoning, history…) | 24 | 80% |
| Emotional relationships with teachers and classmates | 22 | 73% |
| Recognition, motivation, trust | 18 | 60% |
| Extracurricular activities (art, sports, dance…) | 15 | 50% |
| Discovery of interests or vocation | 12 | 40% |
| Development of critical thinking / autonomy | 9 | 30% |
| Participation in projects / research / collective | 8 | 27% |
Qualitative analysis
Positive reproductive narratives:
“My calculus teacher motivated us to read books every month.”
“I understood my students, I became more familiar with revolutionary processes, and today I have clarity about my role.”
Theoretical interpretation
As McLaren (1998) and Apple (2012) point out, school memory also functions as a symbolic device. Some narratives gratefully recall teachers who paved the way for autonomy, critical thinking, and social engagement.
Question 6: List 10 characteristics of a bad school
Quantitative analysis
Of the 300 extracted features, they were grouped into the following core categories:
| Negative characteristic | Frequency | Percentage | ||||
|---|---|---|---|---|---|---|
| Bad teachers / without vocation / without preparation | 26 | 87% | ||||
| Institutional disorganization / lack of leadership | 22 | 73% | ||||
| Toxic environment / violence / discrimination | 19 | 63% | ||||
| Lack of resources / inadequate infrastructure | 18 | 60% | ||||
| Lack of motivation or connection with the context | 14 | 47% | ||||
| Authoritarian evaluation / banking method | 11 | 37% | ||||
| Indoctrination / imposition of ideology / inequality | 9 | 30% | ||||
Qualitative analysis
Dominant narratives:
“He doesn’t trust children to give them responsibilities.”
"It only teaches how to reproduce meaningless official content."
“Students are driven away by the symbolic violence of the exam.”
Emergence of the desire for transformation:
Theoretical interpretation
These representations reveal the conflict between the school as an apparatus of cultural reproduction (Bourdieu and Passeron, 1970) and the possibility of its reinvention as a space of emancipation. This coincides with what Zaldívar (2024, 2025) calls pedagogy in favor of decolonizing the oppressed.
Synthesis of symbolic tensions (Questions 4–6)
| Symbolic dimension | Domination | Emancipation |
|---|---|---|
| Teacher | Authoritarian, unpunctual, without vocation | Critical, empathetic, community-oriented, committed |
| School experience | Rigid, punitive, memorization-based, selective | Affective, reflective, collective, creative |
| School | Reproductive, hierarchical, detached | Transformative, contextual, democratic, supportive |
Question 7: List 10 characteristics of a good student
Quantitative analysis
The 30 responses resulted in over 300 mentions, classified as follows:
| Category | Frequency | Percentage |
|---|---|---|
| Responsible / disciplined / punctual | 28 | 93% |
| Respectful / with values | 26 | 87% |
| Participative / collaborative | 23 | 77% |
| Curious / asks questions / is interested | 20 | 67% |
| Critical / reflective / autonomous | 16 | 53% |
| Creative / proactive | 15 | 50% |
| Aware of their context and community | 13 | 43% |
| Eager to learn / motivated | 12 | 40% |
Qualitative analysis
Reproductive narratives (domination):
Emancipatory narratives:
“A good student asks questions, makes suggestions, stands up for themselves, and challenges the school.”
“They must know their own history and that of their community, help others, and work for the common good.”
Theoretical interpretation
The tension between the view of the student as an “obedient recipient” and as an active subject of learning (Freire, 1970) is revealed. Zaldívar (2024, 2025) has argued that critical education does not seek to produce adapted students, but rather individuals capable of interpreting and transforming their reality from their identity and context.
QUESTION 8: List 10 characteristics of a bad teacher
Quantitative analysis
| Negative category | Frequency | Percentage |
|---|---|---|
| Irresponsible / unpunctual / absentee | 25 | 83% |
| Authoritarian / aggressive / loud | 22 | 73% |
| Without preparation / without vocation | 21 | 70% |
| Reproductive / traditionalist / non-reflective | 17 | 57% |
| Doesn't listen / doesn't engage in dialogue | 15 | 50% |
| Indifferent / uncommitted to students | 13 | 43% |
| It reproduces inequalities / favoritism | 11 | 37% |
| Not linked to the community or social transformation | 9 | 30% |
Qualitative analysis
Dominant narratives:
The bad teacher appears as a passive, controlling subject, without self-criticism or social commitment
"She grades with favoritism, arrives late, shouts, doesn't prepare, and doesn't listen."
"Her class is like banking; she grades to control."
Emancipatory critiques
The teacher who does not recognize the knowledge of others, who reproduces vertical schemes and does not connect with the community is questioned
"The teacher who merely clocks in and out, who ignores the history and needs of their community."
"The one who treats their role as a simple job rather than a political and ethical responsibility."
Theoretical interpretatios
Following Apple (2012), a bad teacher is not simply incompetent, but rather functional to the reproduction of the dominant order, by denying the collective construction of knowledge. Zaldívar Carrillo (2024, 2024b) emphasizes that a bad teacher is one who “renounces thinking with others, and becomes an operator of a blind pedagogy.”
Question 9: List 10 characteristics of a good school principal
Quantitative analysis
| Category | Frequency | Percentage |
|---|---|---|
| Leader with vision / guidance / decision-making | 27 | 90% |
| Empathetic / approachable / human | 25 | 83% |
| Responsible / organized / decisive | 23 | 77% |
| Fair / equitable / without favoritism | 21 | 70% |
| It encourages participation and teamwork. | 20 | 67% |
| Linked to the community and the local context | 17 | 57% |
| Promoter of pedagogical transformation | 15 | 50% |
| With political and social commitment | 10 | 33% |
Qualitative analysis
Traditional narratives:
Emancipatory narratives:
“They are concerned about intercultural education, the history, and the language of the community.”
“They coordinate efforts with parents, students, and community groups.”
“They have moral authority, accept criticism, promote dialogue, and transform the school.”
Theoretical interpretation
Freire's ideal of transformative leadership is observed : the director not as a hierarchical figure, but as the ethical-political articulator of the school project. Zaldívar Carrillo (2023) describes him as “the collective intellectual who, instead of commanding, convenes; instead of imposing, listens; instead of monitoring, accompanies.”
Synthesis of symbolic tensions (Questions 7–9)
| Symbolic dimension | Domination | Emancipation |
|---|---|---|
| Student | Obedient, punctual, disciplined | Critical, proactive, supportive, autonomous |
| Bad teacher | Authoritarian, absent, reproductive, insensitive | (by contrast) – absence of criticism, dialogue, or awareness |
| Good director | Administrator, efficient, distant (minority) | Ethical, democratic leader, committed to the community |
Question 10: List 10 characteristics of a bad student
Quantitative analysis (*n=30 responses, 300 mentions*):
| Category | Freq . | % |
|---|---|---|
| Undisciplined/disrespectful | 26 | 87% |
| Irresponsible (doesn't do homework) | 24 | 80% |
| Passive/disinterested | 20 | 67% |
| Aggressive or violent | 15 | 50% |
| Conformist (uncritical) | 12 | 40% |
| Individualistic (does not collaborate) | 10 | 33% |
| Unaware of its community context | 8 | 27% |
Qualitative analysis:
Theoretical
interpretation:
The construction of the "bad student" reflects what Foucault (1975) calls the failed disciplined subject. For critical authors like McLaren (1998), this category is a tool of control that stigmatizes difference.
QUESTION 11: Negative aspects of your schooling
Quantitative analysis (*n=30 responses, 180 mentions*):
| Category | Freq . | % |
|---|---|---|
| Authoritarian teachers | 22 | 73% |
| Physical/verbal violence | 18 | 60% |
| Memorization methods | 16 | 53% |
| Lack of cultural relevance | 14 | 47% |
| Rigid school bureaucracy | 12 | 40% |
| Exclusion of community knowledge | 9 | 30% |
Qualitative analysis:
Theoretical interpretation:
Segato 's (2018) "pedagogy of cruelty" : the school as a space that naturalizes hierarchies. The responses also show that negative memory can be the seed of critical consciousness (Freire, 1970).
QUESTION 12: Characteristics of a bad director
Quantitative analysis (*n=30 responses, 300 mentions*):
| Category | Freq . | % |
|---|---|---|
| Authoritarian/does not engage in dialogue | 27 | 90% |
| Corrupt/favoritism | 23 | 77% |
| Disorganized/inefficient | 20 | 67% |
| Ignorant of teachers' needs | 18 | 60% |
| Without a pedagogical vision | 16 | 53% |
| Suppressor of critical initiatives | 11 | 37% |
Qualitative analysis:
Theoretical interpretation :
The bad principal embodies what Apple (2012) calls a "neoliberal manager" : prioritizing control over pedagogy. For Bolívar (2000), this obstructs the distributed leadership necessary in critical schools.
Final Summary: Axes of Dispute
| Dimension | Domination | Emancipation |
|---|---|---|
| Student | Obedient/submissive | Critical/committed to his community |
| Experience | Symbolic violence/boredom | Meaningful/affective learning |
| Address | Authoritarianism/isolation | Democracy/territorial linkage |
Conclusion: The narratives reveal that schools are a battleground between the reproduction of inequalities and the possibility of a decolonized, dialogical, and situated education (Walsh, 2012; Zaldívar Carrillo, 2021). Oaxacan teachers, for the most part, reject the banking model of education but still face structural tensions in implementing alternatives.
The study "The School as a Space of Dispute: A Critical Analysis of Graduates' Narratives on Pedagogical Practices" reveals that the school institution operates as a field of symbolic struggle between hegemonic forces and emancipatory projects. The narratives of teachers and educational professionals in Oaxaca reveal a persistent tension between the school's reproductive function—as an apparatus of social control and uncritical transmission of dominant knowledge (Bourdieu & Passeron, 1990; Foucault, 1975)—and its potential to become a space for dialogue, critical thinking, and community transformation (Freire, 1970; Walsh, 2012). This duality is manifested in responses that, on the one hand, associate the absence of schools with "social chaos" and, on the other, question its role as an instrument of cultural domestication, proposing situated and decolonizing pedagogical alternatives. In representations of the teacher's role, a critical imaginary predominates, linking the "good teacher" with empathy, social awareness, and the ability to foster autonomy in students (Giroux, 1988). However, contradictions persist between this ideal and actual practices, limited by rigid structures—such as standardized curricula or a lack of resources—that reinforce banking models of education. Likewise, the figure of the student is caught between two paradigms: that of the disciplined, obedient subject adapted to norms (Foucault, 1975), and that of the student as a critical agent, connected to their context and capable of intervening in their reality (Zaldívar Carrillo, 2021). This polarization reflects the struggle between an education that reproduces inequalities and one that strives for collective liberation. Educational leadership also emerges as a point of contention. In contrast to the authoritarian principal—associated with the neoliberal managerial model (Apple, 2012)—the democratic leader who promotes participation, listens to community needs, and views the school as a political project is valued (Bolívar, 2000). Negative memories of schooling, marked by symbolic violence or curricula disconnected from local realities ( Segato , 2018), contrast with those experiences that, rooted in affectivity and critical thinking, inspired transformative pedagogical commitments. These findings underscore that the school is not a neutral space, but rather a territory of conflict where the possibility of building educational alternatives rooted in the historical struggles of peoples is at stake (Rockwell, 2009).
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Dear Clarissa Eric, Editorial Coordinator, Journal of Clinical Case Reports and Studies, I would like to express my deep admiration for the exceptional professionalism demonstrated by your journal. I am thoroughly impressed by the speed of the editorial process, the substantive and insightful reviews, and the meticulous preparation of the manuscript for publication. Additionally, I greatly appreciate the courteous and immediate responses from your editorial office to all my inquiries. Best Regards, Dariusz Ziora
Dear Chrystine Mejia, Editorial Coordinator, Journal of Neurodegeneration and Neurorehabilitation, Auctores Publishing LLC, We would like to thank the editorial team for the smooth and high-quality communication leading up to the publication of our article in the Journal of Neurodegeneration and Neurorehabilitation. The reviewers have extensive knowledge in the field, and their relevant questions helped to add value to our publication. Kind regards, Dr. Ravi Shrivastava.
Dear Clarissa Eric, Editorial Coordinator, Journal of Clinical Case Reports and Studies, Auctores Publishing LLC, USA Office: +1-(302)-520-2644. I would like to express my sincere appreciation for the efficient and professional handling of my case report by the ‘Journal of Clinical Case Reports and Studies’. The peer review process was not only fast but also highly constructive—the reviewers’ comments were clear, relevant, and greatly helped me improve the quality and clarity of my manuscript. I also received excellent support from the editorial office throughout the process. Communication was smooth and timely, and I felt well guided at every stage, from submission to publication. The overall quality and rigor of the journal are truly commendable. I am pleased to have published my work with Journal of Clinical Case Reports and Studies, and I look forward to future opportunities for collaboration. Sincerely, Aline Tollet, UCLouvain.
Dear Ms. Mayra Duenas, Editorial Coordinator, International Journal of Clinical Case Reports and Reviews. “The International Journal of Clinical Case Reports and Reviews represented the “ideal house” to share with the research community a first experience with the use of the Simeox device for speech rehabilitation. High scientific reputation and attractive website communication were first determinants for the selection of this Journal, and the following submission process exceeded expectations: fast but highly professional peer review, great support by the editorial office, elegant graphic layout. Exactly what a dynamic research team - also composed by allied professionals - needs!" From, Chiara Beccaluva, PT - Italy.
Dear Maria Emerson, Editorial Coordinator, we have deeply appreciated the professionalism demonstrated by the International Journal of Clinical Case Reports and Reviews. The reviewers have extensive knowledge of our field and have been very efficient and fast in supporting the process. I am really looking forward to further collaboration. Thanks. Best regards, Dr. Claudio Ligresti
Dear Chrystine Mejia, Editorial Coordinator, Journal of Neurodegeneration and Neurorehabilitation. “The peer review process was efficient and constructive, and the editorial office provided excellent communication and support throughout. The journal ensures scientific rigor and high editorial standards, while also offering a smooth and timely publication process. We sincerely appreciate the work of the editorial team in facilitating the dissemination of innovative approaches such as the Bonori Method.” Best regards, Dr. Matteo Bonori.
I recommend without hesitation submitting relevant papers on medical decision making to the International Journal of Clinical Case Reports and Reviews. I am very grateful to the editorial staff. Maria Emerson was a pleasure to communicate with. The time from submission to publication was an extremely short 3 weeks. The editorial staff submitted the paper to three reviewers. Two of the reviewers commented positively on the value of publishing the paper. The editorial staff quickly recognized the third reviewer’s comments as an unjust attempt to reject the paper. I revised the paper as recommended by the first two reviewers.
Dear Maria Emerson, Editorial Coordinator, Journal of Clinical Research and Reports. Thank you for publishing our case report: "Clinical Case of Effective Fetal Stem Cells Treatment in a Patient with Autism Spectrum Disorder" within the "Journal of Clinical Research and Reports" being submitted by the team of EmCell doctors from Kyiv, Ukraine. We much appreciate a professional and transparent peer-review process from Auctores. All research Doctors are so grateful to your Editorial Office and Auctores Publishing support! I amiably wish our article publication maintained a top quality of your International Scientific Journal. My best wishes for a prosperity of the Journal of Clinical Research and Reports. Hope our scientific relationship and cooperation will remain long lasting. Thank you very much indeed. Kind regards, Dr. Andriy Sinelnyk Cell Therapy Center EmCell
Dear Editorial Team, Clinical Cardiology and Cardiovascular Interventions. It was truly a rewarding experience to work with the journal “Clinical Cardiology and Cardiovascular Interventions”. The peer review process was insightful and encouraging, helping us refine our work to a higher standard. The editorial office offered exceptional support with prompt and thoughtful communication. I highly value the journal’s role in promoting scientific advancement and am honored to be part of it. Best regards, Meng-Jou Lee, MD, Department of Anesthesiology, National Taiwan University Hospital.
Dear Editorial Team, Journal-Clinical Cardiology and Cardiovascular Interventions, “Publishing my article with Clinical Cardiology and Cardiovascular Interventions has been a highly positive experience. The peer-review process was rigorous yet supportive, offering valuable feedback that strengthened my work. The editorial team demonstrated exceptional professionalism, prompt communication, and a genuine commitment to maintaining the highest scientific standards. I am very pleased with the publication quality and proud to be associated with such a reputable journal.” Warm regards, Dr. Mahmoud Kamal Moustafa Ahmed
Dear Maria Emerson, Editorial Coordinator of ‘International Journal of Clinical Case Reports and Reviews’, I appreciate the opportunity to publish my article with your journal. The editorial office provided clear communication during the submission and review process, and I found the overall experience professional and constructive. Best regards, Elena Salvatore.
Dear Mayra Duenas, Editorial Coordinator of ‘International Journal of Clinical Case Reports and Reviews Herewith I confirm an optimal peer review process and a great support of the editorial office of the present journal
Dear Editorial Team, Clinical Cardiology and Cardiovascular Interventions. I am really grateful for the peers review; their feedback gave me the opportunity to reflect on the message and impact of my work and to ameliorate the article. The editors did a great job in addition by encouraging me to continue with the process of publishing.
Dear Cecilia Lilly, Editorial Coordinator, Endocrinology and Disorders, Thank you so much for your quick response regarding reviewing and all process till publishing our manuscript entitled: Prevalence of Pre-Diabetes and its Associated Risk Factors Among Nile College Students, Sudan. Best regards, Dr Mamoun Magzoub.
