Pertinence, Implementation, and Effect of Educational Policies in the Neoliberal Chilean Context. A Systematic Review of Teacher Discourse
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| Autor: | |
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| Formato: | artículo original |
| Estado: | Versión publicada |
| Fecha de Publicación: | 2021 |
| Descripción: | The Chilean educational model responds to neoliberal principles, which have been consolidated through market logic. In this context, policies have been implemented to improve the educational system with teachers being responsible for carrying out policies in schools. The objective of this qualitative systematic review is to synthesize the teaching discourse regarding Chilean educational policies, for which 19 articles from journals indexed in Scopus, Scielo, and Redalyc were selected. The results show that the teaching discourse in the selected papers recognizes the partial relevance of elements of educational policies; however, their implementation responds to a market logic, which causes effects at the level of work overload, control, and excess of curricular content, all triggering in the precariousness of teaching working conditions and student learning. Finally, it is concluded that there is a need to continue systematizing information regarding the teaching discourse in this subject, incorporating complementary databases to those already analyzed, added to the need to investigate in greater depth regarding the teaching discourse regarding the structure and mechanisms of action of neoliberal educational policies. |
| País: | Portal de Revistas UNA |
| Institución: | Universidad Nacional de Costa Rica |
| Repositorio: | Portal de Revistas UNA |
| Lenguaje: | Español |
| OAI Identifier: | oai:ojs.www.una.ac.cr:article/16350 |
| Acceso en línea: | https://www.revistas.una.ac.cr/index.php/ensayospedagogicos/article/view/16350 |
| Palabra clave: | política educacional docente liberalismo evaluación de la educación educationa policy teachers neoliberalism educational evaluation |