The traditional approach of the cycle of an education policy follows a clear direction: from up and outside (design and evaluation), to down and inside (implementation). The school has in this approach the position of implementation. However, it is possible to think that, according to its own necessities and possibilities, a process of creative translation (re-contextualisation) of the diverse educational policies that circulate in a particular school takes place. The teachers’ meeting, the formal place where the professionals of a school meet, is a privilege space to study this process of policy re-contextualisation. Based on six years (2012-2018) of ethnographic work in three non-selective public school in Chile, this paper analyses the intense work done in two of these schools during the years 2012 – 2014. The main purpose is to shed light on the definitive closure experienced by one of these schools at the end of 2016. Considering the perceptions that teachers and managers had about the teachers’ meetings as a boring and tedious space, we elaborates on two subjective positions, the managers’ monologue and teachers’ silence. Both positions give an account of the way in which education policy is enacted, a way characterised by a subjective split that hinders the possibilities of a reflective dialogue.
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ResumenSe presentan las principales reflexiones de los hallazgos de dos estudios de casos sobre la implementación de la ley de Subvención Escolar Preferencial (SEP) en relación a sus efectos en la identidad docente. Se describe la SEP y sus mecanismos centrales, para luego analizar los principales impactos que los actores perciben en sus prácticas cotidianas, los que se refieren a: pérdida de autonomía y desprofesionalización; responsabilización del profesorado. Se concluye que la ley SEP está produciendo cambios en la cultura y la identidad docente que podrían ser contradictorios con el objetivo de la ley, que es la mejora escolar y parece estar haciendo más avances que nunca en la desprofesionalización docente.
Palabras clave: trabajo docente -rendición de cuentas -ley de subvención escolar preferencial SummaryThis article presents main reflections of the findings of two case studies about implementation of the Ley de Subvención preferencial (SEP, Grant Preferential School Law) in relation to its effects on teacher identity. Describes this law and its central mechanism, then analyze the main impacts stakeholders perceive in their everyday practices, in what refers to loss of autonomy, non professionalization and responsibility of teaching staff. It was concluded that SEP law is producing changes in the culture and educational identity that may be conflicting with the aim of the law, which is the school improvement. In addition, it seems that it's progressing more than ever in the non professionalization of teachers.
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