Articulación entre el Desarrollo Profesional Docente y el Marco para la Buena Dirección y Liderazgo Escolar implementado en un contexto de políticas de mercado y accountability: El caso de Chile

Abstract

This article presents a critical analysis of the organizational articulation of Chilean documents, such as the Teacher Professional Development (Law 20.903), and the Good Teaching Framework and School Leadership (MBDyLE), implemented in a context of market policies and accountability, which has operated in Chilean schools according to an approach called New Public Management (NMP). The methodological approach is based on a critical perspective, with a thematic analysis technique under the national regulatory regime, in contrast to secondary sources, focused on the Teacher Professional Development. The above shows certain degrees of articulation based on a paradoxical process between the legitimizing discourse of the prescribed work and the reality of concrete work, on the other hand, which have strained and challenged the task of leaders-directors in relation to managing and leading a continuous training to articulate the managerial development needs of teachers and the school as an organization. Consequently, it is the school itself as a local reality and its actors who continue to resist and deploy their own culture, seeking to move towards a more democratic perspective. In this sense, a proposal is developed under the shelter of the fourth way. Among the conclusions, it is noted that the articulation accentuated the pedagogical dimension with a hybrid character that does not achieve absolute state control over the autonomy of local practices.