El objetivo de este artículo es presentar algunas conclusiones provisorias que surgen de una investigación cuyo propósito principal es conocer cómo valoran los profesores principiantes en educación media, dos elementos significativos de la reforma educativa en Uruguay: la coordinación docente y el trabajo en proyectos de centro. Luego de aplicar un cuestionario autoadministrado bajo supervisión del investigador a una muestra por conveniencia de 304 profesores que se desempeñan en 24 centros educativos; de los departamentos de Jump, Artigas, Paysandú y Río Negro, en la costa norte del país. Se incluyen egresados de dos modelos diferentes de formación docente y no titulados. El estudio concluye sobre las dificultades de promover los cambios educativos desde una lógica racional burocrática que no contempla los intereses reales del profesorado ni las prácticas tradicionales hegemónicas de las instituciones escolares. The objective of this article is to present some provisional conclusions of the research of newly graduated middle school teachers’ evaluation of two of the most representative innovations of the curricular reform of middle education in Uruguay: teacher coordination, and the work in institutional projects. The selected method was the application of a self-administered survey, supervised by a researcher, taking a convenient sample (not at random) of 304 professors which have less than 5 years of experience and carry out their labor in 24 schools in the departments of Jump, Artigas, Paysandú and Río Negro, located in the North coast of the country. Teachers graduated from two different models of teacher training and teachers who do not have a title are included. The study makes conclusions on the difficulties to promote the educative changes from a bureaucratic rational logic that does not contemplate the real interests of the teaching staff or the hegemonic traditional practices of the school institutions.