Políticas de Inclusión Educativa en Chile: Tres Nudos Críticos

Translated title of the contribution: Policies of educational inclusion in Chile: Three critical nodes

VERONICA ALEJANDRA LOPEZ LEIVA, Pablo González, Dominique Manghi, Paula Ascorra, Juan Carlos Oyanedel, Silvia Redón, Francisco Leal, Mauricio Salgado

Research output: Contribution to journalArticlepeer-review

9 Scopus citations

Abstract

Having achieved the coverage challenges following compulsory policies and a financing system via demand subsidy conditioned to enrollment and attendance, but faced with the scenario of school segregation, Chile has set itself the goal of advancing towards the right to an inclusive education and of quality. In this article we identify and analyze three critical nodes that affect the possibilities of achieving this goal: a) a tension between the logic of integration and educational inclusion, b) a market-based model that does not consider public values, and c) a new educational architecture, based on the logic of individual accountability, which places the possibility of educational improvement in individual incentive systems tied to the achievement of high performance tests. We discuss the need to address and unlock these nodes through transdisciplinary research.

Translated title of the contributionPolicies of educational inclusion in Chile: Three critical nodes
Original languageSpanish
Article number157
JournalEducation Policy Analysis Archives
Volume26
DOIs
StatePublished - 1 Jan 2018

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