Políticas de Inclusión Educativa en Chile: Tres Nudos Críticos

Verónica López, Pablo González, Dominique Manghi, Paula Ascorra, Juan Carlos Oyanedel, Silvia Redón, Francisco Leal, Mauricio Salgado

Resultado de la investigación: Contribución a una revistaArtículorevisión exhaustiva

9 Citas (Scopus)

Resumen

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.

Título traducido de la contribuciónPolicies of educational inclusion in Chile: Three critical nodes
Idioma originalEspañol
Número de artículo157
PublicaciónEducation Policy Analysis Archives
Volumen26
DOI
EstadoPublicada - 1 ene 2018

Palabras clave

  • Educational policies
  • Inclusion
  • Integration
  • Managerialism
  • Public values

Áreas temáticas de ASJC Scopus

  • Educación

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