The senses of responsibility in education. When prudence wins

In the last decades, at the same time that the notion of responsibility appears indiscriminately in the social discourse and goes beyond the legal level in order to undertake other fields, a lack of responsibility or an abandonment of the positions of authority have become evident. This is connected to the individualization processes that, lately, could be clearly shown and to what Dubet called the decline of the modern institutional program. In the educational field, in a context in which the notion of risk prevails, it is common that the excess of referents related to civil responsibility generates a failure to take actions or a kind of weakness in the decision making process. The article intends to discuss the issues that the characteristics of these times impart to the pedagogical work, specifically that one in which executives teachers and tutors are involved, proposing other means to think about the notion of responsibility in the school field.