La presente investigación analiza y contrasta un conjunto de datos obtenidos de distintos actores involucrados en la formulación de políticas públicas en torno al bachillerato en el Ecuador, desde el 2011 al 2020. Este documento muestra cómo las políticas públicas de tipo Top down en el sector educativo, en este caso el bachillerato, generan resistencia de los actores involucrados. Asimismo, evidencia las disputas y justificaciones que presentaron los actores del sector educativo en torno al cambio del bachillerato diversificado al bachillerato general unificado.This paper analyzes and contrasts a set of data obtained from different actors who have been involved in educational policy regarding upper secondary education in Ecuador from 2011-2020. This analysis shows how a Top down approach of educational policy around upper secondary education generates pushback from the actors involved in education. Also seeks to highlight the disputes and justifications presented regarding the change in educational structures, from secondary school completion with electives or subject-based specialization to Secondary school completion in general sciences or non-subject-based specialization.