Abstract:

The purpose of this study was to diagnose the educational field issues in the State of Yucatan Mexico, related to the teaching-learning processes at elementary school level, in order to determine the most relevant problems and generate action proposals according to them. The diagnose allows to define and identify weak areas that must be submitted to intervention processes (Cohen y Swerdlik, 2006), in this sense, the purpose of this research was to identify an overview of the issues in elementary education from the scope of key informers (directives) who are the gatherers of the main problems in this area. This was a qualitative descriptive research where a semi structured interview technique was chosen. A script was designed which included topics about problems perceived at the different educational levels, actors in the process, classroom related issues, educational environment issues and remedial actions in the process.
This work responds to the need of identifying problems that occur in the basic education field, which despite there is an ongoing investigation, its relation between issuing and linking with the practice is poor. Also, the education system still features high levels of student failure and defection, which means that the prevailing school formation of students cannot still optimally develop the skills needed to solve problems in a creative and effective way, and to be better prepared for life challenges.
The results of this study show the lack of vocation and commitment of teachers, where their formation does not include a confrontation with reality, nor the philosophical part of education, and the training received is not reflected in the classroom. Regarding the involved actors, the shared responsibility of teachers, directives, supervisors, parents and students for the education success or failure is mentioned; what is difficult for the teachers is to keep the pace with the current era of knowledge and technology. In relation to the classroom, the reluctance and difficulty of teachers in adapting to the new curriculum and functioning in an articulate way instead of isolated levels is also discussed. On another hand, the near context is a factor that can help or harm the student, as the media devices which in most cases harms the student and promotes violence. Among the remedial actions engaged, the institutional programs are mentioned, however, there are some initiatives –that come from teachers- such as collaborative working, micro-teaching strategies, the creation of a coaching network, project based work and training on life skills. Finally, the lack of participation from parents and directives for the planning and effectiveness of the teacher training is mentioned.

Keywords:

Educational problems, educational diagnosis, key informants.