Can a Ministry practice autogestión ? No. The moment it does, it stops being a Ministry. And maybe—just maybe—that is the point.
When teachers in Oaxaca block the Zócalo, they aren’t asking for a new textbook. They are asking for the abolition of the bureaucratic approval process for local curricula. They want the poder (power) to decide, without a Director General signing off on it.
The Pedagogy Paradox
There is a specific thrill—or perhaps a specific absurdity—in typing the words “self-management” and “Ministry” into the same sentence. On the surface, they are ideological enemies. A Ministry is hierarchy: vertical, standardized, and accountable to the State. Autogestión is horizontal, localized, and accountable only to the collective.
In a direct democracy, 51% of the assembly can vote to cut math class because math is hard. A Ministry provides a technocratic guardrail against the tyranny of the majority. The Verdict: Saying Goodbye to the Father The demand for autogestión del Ministerio de Educación is not really about textbooks or budgets. It is about the psychology of authority. autogestion del ministerio de educacion
Autogestión argues that messiness is the actual curriculum. It argues that a child learning to resolve a dispute in a school assembly is more valuable than memorizing the date of the Battle of Ayacucho.
This is the paradox: You have to dismantle the server. The Three Pillars of Educational Autogestion If a Ministry were serious about devolving power, it wouldn’t just “consult” stakeholders. It would dissolve itself into a logistics hub. Based on historical experiments (from the Spanish Revolution’s schools to the Escuelas Libres of Argentina), here are the three non-negotiables: Can a Ministry practice autogestión
April 14, 2026