Análisis Comparado de la Mesorrealidad Educativa: Estructuras Organizativas, Institucionales y Normativas en Seis Países

This article analyzes the educative misoreality, defined as an intermediate level of interaction that embraces the social and institutional contexts were social practices and organizational processes of the teachers training. This investigation is focused in the reconstruction of the organizational dimensions, institutional and normative of the educational systems of the countries of Finland, Canada as references at a high development level, Mexico and Chile (Countries of a medium high level), India as an example of a medium low level, and Nigeria as a low level model. The comparative study revealed a direct correspondence between the socioeconomic development of each country, the challenges and goals of an educational system. On the other hand, the countries of high development give priority to the quality preparation of a teacher, the inclusion, the equity and the early professional practices. In contrast, the medium or low development countries encourage interesting challenges: limited budget, social segregation, territorial inequality, suitable infrastructure shortage and equality access, that shows the necessity of sustainable and equable reforms. We can conclude that the improvement of the education quality requires more than the innovation on educational politics, the teachers preparation have to be priority with factibles practices to guarantee a better development and the creation of right conditions for the learnings, progress of pedagogical digital skills to achieve a greater coverage, invest to have a desired infrastructure having clear challenges to articulate the theory with the classroom reality.