Imaginarios docentes: una lente simbólica para entender la práctica educativa

Teacher´s imaginaries are an essential component in educational practice, since they guide the way teachers interpret their work and make decisions in the classroom. This article analyses the concept of teachers' imaginaries and their relevance in the contemporary educational context. The research, with a qualitative approach and based on a research-intervention perspective, involved the participation of public secondary school 54 teachers in different contexts in the State of Morelos, Mexico. The results show that educational practices are deeply influenced by beliefs and meanings, which, in many cases, fail to respond to current educational demands. This finding underscores the importance of understanding the role of imaginaries in the construction of the teaching profession, as well as their relationship with the transformations necessary for an education that is more adequate to contemporary challenges. The resignification of these imaginaries is proposed as a key tool to improve educational practices and promote a more inclusive and relevant system.