¿Es posible una escuela democrática y participativa con la LOMCE?

Abstract

The new educational reform, the Organic Law for the Improvement of Educational Quality, involves the almost total elimination of democratic practice and participation in schools, in contradiction to Article 27 of the Constitution. This reform introduces a model of school autonomy that negates the culture of collaboration and participation necessary for successful education. In fact, as can be seen in an analysis of its implementation, the role of the school council has been relegated to a merely advisory function, eradicating the little "participatory democracy" remaining in schools, whilst responsibility for decision-making functions has been transferred to head teachers, appointed directly by the authorities rather than by the educational community through democratic election. Schools have lost their power to intervene in what was once a merit-based appointment. They are now left with a scant 30% of the vote, whereas previously it was 66%. Furthermore, half of that 30% corresponds to the staff council and it is not even obligatory that the rest should correspond to the school council. The pyramidal and hierarchical decision-making model introduced by the new law does not seem to promote a participatory dynamic within the school, but on the contrary, will generate a bureaucratic and authoritarian climate, precisely the opposite to what all research on educational leadership and organisation has recommended (Bolívar Botía, 2010).