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Psicoperspectivas

versión On-line ISSN 0718-6924

Resumen

CORNEJO, Rodrigo et al. Job prescriptions for teachers under the new regulatory framework of educational policy in Chile. Psicoperspectivas [online]. 2015, vol.14, n.2, pp.72-83. ISSN 0718-6924.  http://dx.doi.org/10.5027/PSICOPERSPECTIVAS-VOL14-ISSUE2-FULLTEXT-580.

Actually, we participate in a depth debate about educational reform that includes a new policy of teaching career. This debate is unprecedented by the questioning of the student movement from 2006 onwards. In this context, this paper reports on a documentary analysis of the requirements for the work of teachers as set out in the statutory bodies that were generated after the student’s movilizations of 2006 that questioned the legitimacy of the Chilean education system. These statutory bodies that make up what we call the new regulatory framework of Chilean education. The main findings points in four ways: to a standardization of the objectives of teaching, through intensive measurement; an incipient process standardization teaching jobs; an improvement in the accountability mechanisms, through external inspections and promoting client relationship with families; and, finally, the establishment of new mechanisms of flexibility job, through the loss of profesional exclusivity and new forms of contract. Finally, it is pointed out how this new legal framework, even in implementation, is not considering the educational community and also is generating control logic on the teachers’s job.

Palabras clave : new educational regulations; labor regulations; standardization; accountability; labor flexibility.

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