Las prescripciones del trabajo docente en el nuevo marco regulatorio de políticas educativas en Chile

Abstract

We are currently witnessing a thorough debate around an educational reform which includes a new career path for teachers. This debate has as precedents the questioning by the student movements that took place starting in 2006. In this framework, this research provides an analysis of the categorized contents of the prescriptions about the work of teachers who questioned the legitimacy of the Chilean educational system established in the legislation that was drafted after the 2006 student movement. That piece of legislation make up what we have termed the new regulatory framework for the Chilean schools. The main findings point in four directions: an standardization of the objectives of teaching, by means of an intensive application of metrics; an incipient standardization of teaching processes; improved accountability mechanisms using external inspections and fostering a client-teacher relationship with the families; and finally, setting new mechanisms of labor liberalization, dropping exclusivity professional contracts and giving way to new forms of flexible contracting.