Paradigmas del desarrollo, política pública y mercado educativo en Chile
(2012)
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ParadigmasdelDesarrolloPolíticaPúblicayMercadoEducativoenChile.pdf
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Details
- Authors
- Supervisors
- Yepez del Castillo, Isabel
- Abstract
- (en) The big movements for a “Public, free and high-quality education”, expressed as the canvas that covered the Casa Central (Headquarters) of the University of Chile for a long time in 2011, no doubt, represented, the most visible sign of the strong debate about the pertinence of the development model imposed in 1973, by soldiers and a group of disciples of Milton Friedman. In fact, to the debate about education we can add others, like profits, often exorbitant of the Chilean banking and the Private Health System; the low-returns of pension funds which are administrated by privates with a great impact in the uncertain future of millions of Chilean workers; the negative externalities of the system in environmental matters, the centralism and its limited interregional solidarity, besides scandalous abuses from the powerful people, especially in areas like drugstores and retail. In the end, an important part of the Chilean society is asking to itself about the justice of system that they live in. Justice in terms of John Rawls, like a central axis of the social coexistence system. This paper analyses and tries to identify the alternative that appears in one of the biggest matters in discussion: the Chilean education, in perspective of the developing country. Citizens movilizing now for more and better education, the society seeks to improve its existence process, its quality of life and its future projections of inter-generational fairness. This debate shows across the complaints for more educational justice, expressed during the “Revolucion Pingüina” in 2006, the teacher’s strikes the years 2008-2009 and obviously the massive protests made by students between 2001 and 2012, that has aroused the important support of population. Mobilizing not only students but families, especially the middle class that have taken the streets across Chile; saucepan in hand, demanding for an educational system, in this case university, fairer and feasible to pay. In this perspective, it has been analyzed how it reached to this kind of problems in educational matter. Even if Chile shows features of a country that has made important progress during the last 20 years, at the same time it maintains big works unresolved in relation with its evident inequality in social and educational matters. General Question and Objective. In this sense, our general question of research has been: How to recognize the articulation between the implementation of Neoliberal Model in his different phases, its realization and features of “educative market”, between 1981–2011? This analysis has been performed by taking as reference the Region of Coquimbo. Working Scheme Part I. Construction of problem. • Chapter 1. Development and Education, a functional relationship. • Chapter 2. Problem and Methodology Part II. Empirical study • Chapter 3. Socio-Historical Analyze Of Education In Chile From The Point of View Of Developing Polities. • Chapter 4. Implementation of Neoliberal Paradigm Inside of Polities of Chilean Education and the Creation of “Educative Market.” • Chapter 5. Features of “Educative market” inside of the Region of Coquimbo. Part III. General Discussion of the Problem to light of research. Conclusions Bibliography Attached Documentaries.
- Affiliations
Citations
Lopez San Francisco, C. E. (2012). Paradigmas del desarrollo, política pública y mercado educativo en Chile. https://hdl.handle.net/2078.5/161249