Escuelas gobernadas por resultados:Efectividad escolar y políticas educacionales de la transición. Chile, 1990-2017

Jeldres, Juan F. Herrera; Reyes-Jedlicki, Leonora; Schneider, Carlos Ruiz

doi:10.5027/psicoperspectivas-vol17-issue2-fulltext-1110

Cited by 9 publications

(15 citation statements)

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“…This rationale was also aligned with the "post-Washington consensus" view (Herrera-Jeldres, Reyes-Jedlicki, Ruiz-Schneider, 2018). In contrast to its first version, it extolled the importance of the state in economic and social development.…”

Section: The State As the Guardian Of School Consumersmentioning

confidence: 87%

The Seduction ofHyper-Surveillance: Standards, Testing, and Accountability

Falabella

2020

Educational Administration Quarterly

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The idea of a hyper-surveillance state that devolves school management to the private sector and local governments, but, at the same time, evaluates, inspects, and sanctions schools in the name of “educational quality and equality,” has been advocated by diverse sectors, right and center-left, conservative and liberal, pro-privatization, and pro-public education. It is a seductive policy. This article is based on the case of Chile, which in recent decades has consolidated a performative school market model. The study is based on an examination of official speeches and policy documents (a total of 84 documents), from the germination of the model in 1979 through to 2011 when the “Quality Assurance Education System” law was passed. Following Foucault’s studies in governmentality, the analysis not only aims to understand the policies that led to the creation of the hyper-surveillance state in education, but also seeks to examine the policy rationale that made these transformations desirable. The research analysis is also intended to contribute to a broader understanding of the spread of testing and accountability policies around the world.

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Section: The State As the Guardian Of School Consumersmentioning

confidence: 87%

The Seduction ofHyper-Surveillance: Standards, Testing, and Accountability

Falabella

2020

Educational Administration Quarterly

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“…El proyecto de "educación inclusiva" ocupa la agenda internacional en educación y se instala progresivamente en todos los países del mundo desde sus inicios en los años 1990 (ver por ejemplo UNESCO, 1994UNESCO, , 2005UNESCO, , 2015ONU, 1995;OCDE, 2012). La noción de inclusión, que aparece como un concepto con distintos enfoques en tensión (Armijo-Cabrera, 2018), emerge en un mundo globalizado y liberalizado, donde se ha instalado la teoría del capital humano (Herrera, Reyes-Jedlicki & Ruiz Schneider, 2018;Maroy & Mangez, 2008). Así se han impuesto primero los conceptos de "eficacia" y "eficiencia", evaluados en función del rendimiento, de los resultados y de la producción.…”

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Políticas de Educación Prioritaria: Aportes del análisis europeo para el caso chileno

Cabrera¹

2020

EPAA

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This paper proposes an international comparison between the analysis realized in Europe about Priority Education Policies (PEP) and the Chilean case. The discussion related to “inclusive education” is framed in the analysis of educative dispositives that are focused on social segments with major needs, defined as “prior”. The author proposes a bibliographical revision of Chilean priority programs between 1980 and 2017, to realize a criss-crossed comparative analysis between European PEP theory and Chilean case. From the socio-historical perspective, I analyze secondary sources as discourses and dispositives, producing an archive and a genealogy. First I address the evolution of Chilean case using the European definition of the object “PEP”, which reveals similarities and differences, both in the roles assigned to the State and in the successive generations of PEP. Second, I analyze three dimensions of the Chilean PEP, raising tendencies associated to its deployment and its evolution over time. I develop here three main findings: (1) the expansion of the devices designed in the context of the PEP with a piloting function, (2) the semantic evolution of the notion of public, and (3) the privatization of the production of knowledge.

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“…De la mano con unas robustecidas organizaciones sociales que empezaron a impugnar las políticas recientes 3 , una segunda matriz de análisis surge junto en la primera década del 2000 (Donoso, 2005), consolidándose en la siguiente (Corvalán, 2013;Falabella, 2015Falabella, , 2020Herrera et al, 2018;Oliva, 2012Oliva, , 1017 4 . A diferencia del primer modelo, en este se propone la existencia de una línea de continuidad entre las políticas de la Dictadura y las de la transición, proceso que va escalando en un mismo, aunque más refinado, proyecto educacional.…”

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“…A diferencia del primer modelo, en este se propone la existencia de una línea de continuidad entre las políticas de la Dictadura y las de la transición, proceso que va escalando en un mismo, aunque más refinado, proyecto educacional. Sus autores optan por miradas de conjunto al período, que proyectan a las primeras décadas del nuevo milenio, utilizando nociones articuladoras como "Arquitectura Curricular Chilena" (Oliva, 2020), "Narrativa Educacional" (Corvalán, 2013), "Efectividad Escolar" (Herrera et al, 2018), "Nueva Gestión Pública" (Falabella, 2015) o "Hyper-Surveillance state" (Falabella, 2020). Al centrar sus estudios en los efectos de las políticas, no consideran centralmente las confluencias y/o debates producidos dentro y entre los campos político y social, lo que ha sido reconocido (Falabella, 2015(Falabella, , 2020.…”

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“…Respecto de la Comisión, algunos no la tematizan; otros la conciben como un 'antecedente' de un proceso posterior (Herrera et al, 2018), mientras que para Falabella "this is probably the most important political text of the Concertación coalition in the educational field, since it set out the guidelines in education for the following 15 years" (Falabella, 2020, p. 14). El único texto que le destina más atención, estudia los fundamentos ideológicos y filosóficos de las políticas educacionales de la transición.…”

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El “momento transicional” de la educación chilena: La Comisión Nacional para la Modernización de la Educación (1994-1995)

Aguayo

2021

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This text studies the most important institutional process for the generation of educational policies in the transition to democracy in Chile at the end of the 20th century: the Comisión Nacional para la Modernización de la Educación. The objective of this government initiative was to generate a political and ideological platform shared by the “national community” that would pave the way for educational reform. The Commission was hegemonized by the government and the right-wing opposition, in a context in which they had high control over a weakened civil society, and there were thin boundaries between the political and expert fields. Ideologically, the ideas of human capital and Catholic conservatism predominated. The recommended policies were aimed at strengthening the educational market, with a promoting and evaluating State. The text conceives education as a field of political and ideological dispute. The modes of political and ideological articulation are analyzed from the extensive review of written primary sources, especially the press, the reports of the instance and government decrees.

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Escuelas gobernadas por resultados:Efectividad escolar y políticas educacionales de la transición. Chile, 1990-2017

Cited by 9 publications

References 0 publications

The Seduction ofHyper-Surveillance: Standards, Testing, and Accountability

The Seduction ofHyper-Surveillance: Standards, Testing, and Accountability

Políticas de Educación Prioritaria: Aportes del análisis europeo para el caso chileno

El “momento transicional” de la educación chilena: La Comisión Nacional para la Modernización de la Educación (1994-1995)

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