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espanolLa colegialidad docente en la escuela primaria mexicana se desarrolla influenciada por una dinamica global que conforma una cultura escolar compleja, con practicas educativas singulares que se han ido sedimentando a traves del tiempo. Se realizo una investigacion cualitativa de corte etnografico mediante la modalidad de estudio de casos. El caso estuvo conformado por 13 profesionales a cargo de la direccion de educacion primaria. Las tecnicas para la recogida de los datos fueron la observacion participante, la entrevista semiestructurada y el analisis de documentos. Mediante un proceso de investigacion inductivo se construyeron las categorias de analisis empiricas, para finalmente producir un texto interpretativo que identifica algunas de las practicas de colaboracion docente que en el articulo se describen y analizan. Entre los hallazgos principales se identifico que lo que impulsa al profesorado para colaborar con otras personas tiene que ver con resolver situaciones practicas e inmediatas con oportunidad, para que la escuela siga funcionando con “cierta normalidad”. Tambien se pudo constatar que el tiempo para la colegialidad docente no esta previsto, por lo que a menudo el profesorado consume el tiempo del recreo de sus estudiantes, incluso el personal directivo amplia ese tiempo para desarrollar diferentes reuniones relacionadas con ofrecer informacion de diverso tipo. EnglishTeaching collegiality in the Mexican primary school is influenced by a global dynamic that forms a complex school culture, with singular educational practices that have been established over time. A qualitative investigation of ethnographic character was conducted by using the case study modality. The case consisted of 13 professionals in charge of the primary education management. The techniques used to collect data were participant observation, semi-structured interview and analysis of documents. Through an inductive research process, empirical categories of analysis were constructed to finally produce an interpretative text that identified some practices of teacher collaboration; these practices are described and analyzed in this article. Among the main findings, it was identified that what motivates the teaching staff to collaborate with others has to do with resolving practical and immediate situations with preciseness; so, the school can continue to function with «a sense of normality». It was also confirmed that the time for teaching collegiality is not scheduled; then, the teachers often consume their students’ recess time, and even the management staff extends that time to develop different meetings related to providing several types of information.

La colegialidad docente en la escuela primaria mexicana: Análisis de sus prácticas