La presente investigación es el resultado de una pesquisa efectuada en 2019 y 2020, en el marco de una escuela pública uruguaya A.PR.EN.D.E. R denominada “Eudoro Melo” ubicada en la ciudad de Las Piedras, dentro del departamento de Canelones. La tesis se inscribe en el campo de los estudios referentes al trabajo docente, abordando la constitución de posiciones docentes cooperativas que deconstruyen a diario discursividades instauradas para procurar alterar algunos componentes de la forma escolar, desde experimentaciones pedagógicas efectuadas que admiten un conjunto de “movimientos” en la realidad del centro para hacer frente a la desigualdad, así como para emprender la búsqueda de justicia social, igualdad y garantizar derechos, en particular el derecho a la educación, a partir de la producción de política desde el cotidiano escolar. Para ello, se centra en una metodología cualitativa desde una perspectiva etnográfica (Rockwell, 2009), que permite la inmersión en la vida de esta institución educativa, para advertir además los modos en que las docentes asumen, vivencian, organizan su trabajo ante distintos desafíos cotidianos y los sentidos que le atribuyen a éste. Asimismo, dicha pesquisa abarca el análisis de visiones provenientes de otros actores educativos pertenecientes a la Dirección General de Educación Primaria (DGEIP) en referencia a la temática.

The present study is the result of research carried out in 2019 and 2020 at a Uruguayan public primary school, which applies the program known as A.PR.EN.D.E. R (Spanish acronym that stands for: Former Care in Underprivileged Contexts that are plagued with Structural Problems). The school in question is called “Eudoro Melo” and is located in the city of Las Piedras in the Department of Canelones (Uruguay). The framework for this thesis encloses research on educators’ work. It deals with the adoption of cooperative teachers’ standpoints that deconstruct dominant discourses on a daily basis with the aim of altering components of schooling. This is achieved through pedagogic experimentation involving certain “moves” within the institution, implemented in order to face inequality, as well as seek social justice, equality and enforce rights – particularly the right to education- by means of the production of school’s policy. To achieve such an aim, a qualitative methodology was used, from an ethnographic perspective (Rockwell, 2009), which allows a full immersion in the educational institution’s life, permitting the study of the manners in which educators accept, experience and organize their work, especially as regards the different daily challenges they face, and the meanings teachers themselves attribute to such work. The present research also entails the analysis of several viewpoints emerging from other educators who work for the National Bureau of Primary Education (DGEIP, in Uruguay) in relation to the topics herein studied.