Public Education Policies in Chile: Tensions and Conflicts in the Ongoing Reforms
The main tensions and conflicts experienced by public education in Chilean society are analyzed within the framework of the transformations undertaken since 2014. These transformations are the result of a scenario, strategic in its development – as reflec
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Public Education Policies in Chile: Tensions and Conflicts in the Ongoing Reforms Sebastián Donoso-Díaz and Moyra Castro-Paredes
28.1 Introduction Education has been a matter of increasing relevance for Chilean society, to the extent that today it is an unavoidable topic of public discussion. The reforms of the education sector, which started in 2014 under the new State administration, took into consideration – nominally, at least – an important part of the social movements’ demands from the year 2006 and those from 2011, which efficiently catalyzed the discontent of the population with the sociopolitical model imposed by the dictatorship at the beginning of the 1980s, which was administered without sufficient corrections by the democratic governments that followed (Concert of Parties for Democracy, 1990–2009, and Alliance for Chile, 2010–2013), the first of such coalitions a center left, the second clearly a right wing. The social covenant in force during this democratic quarter of a century (1990– 2015) faced an enormous crisis, impossible to measure in its full extent, as a result of the neoliberal model that, in its most significant scopes, has increased the social inequality and inequity, involving education within this dissatisfaction, because it has not had the prescribed impact on the class mobility of the population. Thus, the imbalance between public and private education have deepened even in democracy, alongside the progress of social differences, which are also reflected in the growing gaps between urban and rural education, accounting for a structural phenomenon of inequalities of high complexity.
Text of the project from the National Fund of Scientific and Technological Research of Chile (Fondecyt) N° 1150350 S. Donoso-Díaz (*) • M. Castro-Paredes Instituto de Investigación y Desarrollo Educacional, University of Talca, 2 Norte, 685, 3460000 Talca, Chile e-mail: [email protected]; [email protected] © Springer International Publishing Switzerland 2017 W.T. Pink, G.W. Noblit (eds.), Second International Handbook of Urban Education, Springer International Handbooks of Education, DOI 10.1007/978-3-319-40317-5_28
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S. Donoso-Díaz and M. Castro-Paredes
Education has been the catalyst agent for the large social dissatisfaction, which has a wide variety of expressions. Nonetheless and despite the manifest crisis, education continues being for many the great hope of reaching a better quality of life in the near future – sufficient reason to explain its importance. The student movement of 2006 put educational issues on the public agenda, achieving an important presence in Chilean politics. Another turning point was the big student movement of 2011, which resumed and deepened the previous movement’s demands, many of which were fully in force – clear evidence of the public education crisis, extending the phenomenon to a crisis of the whole social system and exceeding the education sphere, although education remains the binding element. The presidential campaign of 2013 and, as a consequence of th
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