The rebellion of the bases against the standardization of pedagogical work: The case of the mobilization against the Teaching Career Law in Chile

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Abstract

There has been a great insistence that the installation of teacher performance standards would be one of the main means to improve educational quality. In 2015, the Chilean government presented a bill that establishes a professional development system based on performance standards set at the central level. These regulate pedagogical training and the evaluation of the performance that classifies teachers, establishing salaries, professional development and sanctions, including expulsion from the system. During the processing of the bill, one of the most important teacher mobilizations in recent years took place. This article analyzes (a) how defenders of the project built the mobilization in opinion columns and editorials; (b) how it was described and justified in documents of the movement itself; and (c) how it is narrated by a sample of leaders who participated in it. Although the promoters of the policy constructed the mobilization as a mere corporatist expression of interest groups, the documents of the movement and interviews reveal the emergence of a voice that reveals concrete, joint pedagogical practice, situated in the school, as the main reference of teaching work and of what should be relevant evaluation and career development policies.

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How to Cite
Sisto, V., Núñez-Parra, L., López-Barraza, A., & Ramírez-Casas del Valle, L. (2022). The rebellion of the bases against the standardization of pedagogical work: The case of the mobilization against the Teaching Career Law in Chile. Education Policy Analysis Archives, 30, (138). https://doi.org/10.14507/epaa.30.6460
Section
Testing Opt-out Movements
Author Biographies

Vicente Sisto, Pontificia Universidad Católica de Valparaíso

Doctor en psicología social por la Universitat Autònoma de Barcelona. Profesor Titular de la Pontificia Universidad Católica de Valparaíso, Investigador Principal del Centro de Investigación para la Educación Inclusiva e Investigador Adjunto del Nucleo Milenio Autoridad y Asimetrías de Poder. Es Director del Programa de Doctorado en Psicología de la Pontificia Universidad Católica de Valparaíso, donde además se desempeña como director del Grupo de Estudios TRASAS (Trabajo Subjetividad y Articulación Social). Es Co-coordinador de la sección chilena de la Red de Estudios en Trabajo Docente (ESTRADO).

Lorena Núñez-Parra, Pontificia Universidad Católica de Valparaíso

Doctora en psicología por la Pontificia Universidad Católica de Valparaíso. Investigadora Grupo de Estudios en Trabajo Subjetividad y Articulación Social TRASAS de la Escuela de Psicología Pontificia Universidad Católica de Valparaíso. Se ha orientado al estudio de la interacción entre políticas públicas y procesos de inclusión desde los estudios críticos del trabajo y desde los estudios críticos de la discapacidad.

Andrea López-Barraza, Centro de Investigación para la Educación Inclusiva. Pontificia Universidad Católica de Valparaíso

Educational Leadership, Ph.D. Investigadora Centro de Investigación para la Educación Inclusiva. Pontificia Universidad Católica de Valparaíso

Lorena Ramírez-Casas del Valle, Universidad de las Américas, Chile

Dra. en Psicología por Pontificia Universidad Católica de Valparaíso.  Académica Investigadora Universidad de las Américas, Chile