Differences according to school
DIFFERENCES BASED ON HOLDERSHIP. THE INTERSCHOOL CULTURE
There are differences provided by different dominant subcultures at privately held schools and public schools.
Teachers at private schools are noted to teach on the basis of the instrumental areas and conceptual contents. Greater attention is paid to the officially set planning modes (educational project, syllabus, etc.) as graph 13 shows.

Graph 13. Differences in evaluation, according to type of school
They use and value the texts books more. They have more resources available. They have a greater acceptance of syllabus adaptation and strategies to attend to diversity. They bid in a more determined way on integration of students with special educational needs. They favour evaluation and promotion of students based on the Reform, although their background is that of traditional evaluation and criteria promotion evaluation (graph 14).

Graph 14. Differences in subject planning by holdership
The opinion is that there is a "functional atmosphere" in these schools consisting of greater use of a discipline based on positive reinforcement. These also express a "cultural optimism" which is defined by a lesser amount of disciplinary problems and a greater interest by the parents in the educational process of their children. Lastly, they have a much greater appreciation of the orientation departments as support from the institutional bodies and consider tutorials an inherently function for which the teachers are sufficiently qualified.
State schools value flexible content less, and seem to have greater difficulties in bringing about integration of students with special educational needs, are more in favour of an evaluation based on conceptual contents.
The teaching staff at state schools clearly shows its posture of greater separation from the supposed reality portrayed in the educational reform. The teachers at privately owned schools show a greater involvement in the reform approach.
These notes may be used to describe two different cultures, two different ways of understanding teaching. They are two types of interpretation and intervention in reality, which exist independently, one from the other. There are differences between schools, in which contacts between teachers are purely conjunctural.