Biblioteca Digital de VanguardiaSchools ruled by measurement results: School effectiveness and educational policies during the transition to democracy, Chile 1990-2017
The governments of the Chilean democratic transition understood the task of re-democratizing the educational system based on the imperative of quality and equity. This study analyzes the grounding concepts of educational policies established in the democratic transition in Chile (1990-2017). It post...
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| Lenguaje: | Español |
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Escuela de Psicología, Pontificia Universidad Católica de Valparaíso
2018
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| Acceso en línea: | http://www.psicoperspectivas.cl/index.php/psicoperspectivas/article/view/1110 http://biblioteca-repositorio.clacso.edu.ar/handle/CLACSO/80707 |
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| author | Juan F. Herrera Jeldres; Universidad de Chile Leonora Reyes-Jedlicki; Universidad de Chile Carlos M. Ruiz Schneider; Universidad de Chile |
| author2 | FONDECYT 1140744 Project, Chile. |
| author_facet | FONDECYT 1140744 Project, Chile. Juan F. Herrera Jeldres; Universidad de Chile Leonora Reyes-Jedlicki; Universidad de Chile Carlos M. Ruiz Schneider; Universidad de Chile |
| author_sort | Juan F. Herrera Jeldres; Universidad de Chile |
| collection | Repositorio |
| description | The governments of the Chilean democratic transition understood the task of re-democratizing the educational system based on the imperative of quality and equity. This study analyzes the grounding concepts of educational policies established in the democratic transition in Chile (1990-2017). It postulates that school effectiveness is the articulating element of these policies, a theoretical and ideological discourse related to a complex discursive plot, coupled with more general transformations of the State, also called second generation reforms. This study uses a qualitative documentary method analysis, and intellectual history and the theory of ideology as data analysis techniques. Among the results emerges the generalization of new public management process, subjecting the institutions to a new form of control and internal competition. It is concluded that school effectiveness is based on a research model that reduces the social complexity of education to the measurement, which is functional to governments that seek consensus and that are not oriented to social change or to the construction of more egalitarian, instituting, in this way, technical answers to political problems. |
| format | |
| id | clacso-CLACSO80707 |
| institution | CLACSO, Repositorio Digital |
| language | Español |
| publishDate | 2018 |
| publisher | Escuela de Psicología, Pontificia Universidad Católica de Valparaíso |
| record_format | greenstone |
| spelling | clacso-CLACSO807072022-03-22T15:12:32Z Schools ruled by measurement results: School effectiveness and educational policies during the transition to democracy, Chile 1990-2017 Escuelas gobernadas por resultados:Efectividad escolar y políticas educacionales de la transición. Chile, 1990-2017 Juan F. Herrera Jeldres; Universidad de Chile Leonora Reyes-Jedlicki; Universidad de Chile Carlos M. Ruiz Schneider; Universidad de Chile FONDECYT 1140744 Project, Chile. FONDECYT 1140744 Chilean democratic transition; Chile; educational policies; human capital,;new public management; school effectiveness efectividad escolar; políticas educacionales; transición democrática; capital humano; nueva gestión pública; Chile The governments of the Chilean democratic transition understood the task of re-democratizing the educational system based on the imperative of quality and equity. This study analyzes the grounding concepts of educational policies established in the democratic transition in Chile (1990-2017). It postulates that school effectiveness is the articulating element of these policies, a theoretical and ideological discourse related to a complex discursive plot, coupled with more general transformations of the State, also called second generation reforms. This study uses a qualitative documentary method analysis, and intellectual history and the theory of ideology as data analysis techniques. Among the results emerges the generalization of new public management process, subjecting the institutions to a new form of control and internal competition. It is concluded that school effectiveness is based on a research model that reduces the social complexity of education to the measurement, which is functional to governments that seek consensus and that are not oriented to social change or to the construction of more egalitarian, instituting, in this way, technical answers to political problems. Los gobiernos de la transición democrática chilena comprendieron la tarea de re-democratizar el sistema educacional en base al imperativo de la calidad y la equidad. Este estudio analiza los conceptos que fundamentan las políticas educacionales de la transición democrática en Chile (1990-2017). Se postula que el elemento articulador de estas políticas es la efectividad escolar, un discurso teórico e ideológico relacionado a una compleja trama discursiva que se acopla con transformaciones más generales del Estado, llamadas también reformas de segunda generación. Se utiliza un método cualitativo de análisis documental, y la historia intelectual y la teoría de la ideología como técnicas de análisis de la información. Entre los resultados emerge la generalización del proceso de nueva gestión pública, sometiendo a las instituciones a una nueva forma de control y competencia interna. Se concluye que la efectividad escolar se fundamenta en un modelo de investigación que reduce la complejidad social de la educación a lo medible, lo que es funcional a los gobiernos que buscan consensos y que no están orientados al cambio social ni hacia la construcción de sociedades más igualitarias, instituyendo, de esta manera, respuestas técnicas a problemas políticos. 2018-07-14 2022-03-22T15:12:32Z 2022-03-22T15:12:32Z http://www.psicoperspectivas.cl/index.php/psicoperspectivas/article/view/1110 http://biblioteca-repositorio.clacso.edu.ar/handle/CLACSO/80707 es <p>The author/s grant exclusive license without temporary limit for the manuscript to be published in the journal Psicoperspectivas. Individual and Society, published by the Pontifical Catholic University of Valparaiso (Chile).</p><p>All manuscript will be published under the Creative Commons 4.0 International License.</p> Los artículos serán publicados bajo licencia <a title="CC BY Atribución 4.0 Internacional" href="https://creativecommons.org/licenses/by/4.0/deed.es">Creative Commons 4.0 Internacional</a>. Los autores retienen sus derechos. <p>O(Os)/A(As) autores concedem licença exclusiva e sem limite de tempo para primeira publicação na Revista Psicoperspectivas. Individuo y Sociedad, editada com o respaldo da Escuela de Psicología da Pontificia Universidad Católica de Valparaíso (Chile).</p><p>O artigo sera publicado sob Licença <a class="action" style="text-decoration-line: none; font-size: 0.85em; text-transform: uppercase; font-weight: bold; font-family: Helvetica, ";Liberation Sans";, Arial, sans-serif; background-color: #d3d7cf; color: #871aaa !important;" href="http://creativecommons.org/" target="_new">CREATIVE COMMONS</a> 4.0 Internacional.</p> application/pdf text/xml Escuela de Psicología, Pontificia Universidad Católica de Valparaíso Psicoperspectivas: Individuo y Sociedad; Vol. 17, No. 2 (2018): Sección Temática: Infancia, poderes, subjetividades Psicoperspectivas. Individuo y Sociedad; Vol. 17, No. 2 (2018): Sección Temática: Infancia, poderes, subjetividades Psicoperspectivas. Individuo y Sociedad; Vol. 17, No. 2 (2018): Sección Temática: Infancia, poderes, subjetividades |
| spellingShingle | Chilean democratic transition; Chile; educational policies; human capital,;new public management; school effectiveness efectividad escolar; políticas educacionales; transición democrática; capital humano; nueva gestión pública; Chile Juan F. Herrera Jeldres; Universidad de Chile Leonora Reyes-Jedlicki; Universidad de Chile Carlos M. Ruiz Schneider; Universidad de Chile Schools ruled by measurement results: School effectiveness and educational policies during the transition to democracy, Chile 1990-2017 |
| title | Schools ruled by measurement results: School effectiveness and educational policies during the transition to democracy, Chile 1990-2017 |
| title_full | Schools ruled by measurement results: School effectiveness and educational policies during the transition to democracy, Chile 1990-2017 |
| title_fullStr | Schools ruled by measurement results: School effectiveness and educational policies during the transition to democracy, Chile 1990-2017 |
| title_full_unstemmed | Schools ruled by measurement results: School effectiveness and educational policies during the transition to democracy, Chile 1990-2017 |
| title_short | Schools ruled by measurement results: School effectiveness and educational policies during the transition to democracy, Chile 1990-2017 |
| title_sort | schools ruled by measurement results: school effectiveness and educational policies during the transition to democracy, chile 1990-2017 |
| topic | Chilean democratic transition; Chile; educational policies; human capital,;new public management; school effectiveness efectividad escolar; políticas educacionales; transición democrática; capital humano; nueva gestión pública; Chile |
| url | http://www.psicoperspectivas.cl/index.php/psicoperspectivas/article/view/1110 http://biblioteca-repositorio.clacso.edu.ar/handle/CLACSO/80707 |