Contributions of doubly reflexive ethnography to secondary school educational practice

Abstract

The article presents the results of two research techniques that promote reflexivity in educational practice, self-diagnosis and co-flexiveness based on the method of double reflexive ethnography. The study was carried out with high school teachers of the Totonac region of Veracruz. My contribution is based on ethnographic fieldwork conducted in two secondary schools for two school years (2010-12). Vision of teachers around the competency approach to education, and the challenges that loom in their daily work are presented.