Políticas de Inclusión Educativa en Chile: Tres Nudos Críticos
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Fecha
2018-12
Profesor/a Guía
Facultad/escuela
Idioma
es
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Título del volumen
Editor
Arizona State University
Nombre de Curso
Licencia CC
CC BY-SA 4.0
Licencia CC
Resumen
Habiendo logrado los desafíos de cobertura tras políticas de obligatoriedad y un sistema
de financiamiento vía subvención a la demanda condicionada a la matrícula y asistencia, pero
enfrentado al escenario de la segregación escolar, Chile se ha propuesto como meta avanzar hacia el
derecho a una educación inclusiva y de calidad. En este artículo, identificamos y analizamos tres
nudos críticos que afectan las posibilidades de realizar esta meta: a) una tensión entre la lógica de la
integración e inclusión educativa, b) un modelo basado en el mercado que no considera los valores
públicos, y c) una nueva arquitectura educacional, basada en la lógica de la rendición de cuentas
individual, que coloca la posibilidad de mejoramiento educativo en sistemas de incentivos
individuales atados al logro de pruebas de alto rendimiento. Discutimos la necesidad de abordar y
destrabar estos nudos desde la investigación transdisciplinaria.
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.
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.
Notas
Indexación Scopus
Palabras clave
Escuelas charter, Programa de vales, Políticas educativas, Inclusión, Gerencialismo, Valores públicos
Citación
Education Policy Analysis Archives Volume 26 2018 Article number 157
DOI
10.14507/epaa.26.3088