Participation as government technique under the new public education system in Chile

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DOI:

https://doi.org/10.14507/epaa.30.6836

Keywords:

political participation, educational policy, governance, participatory development, educational management

Abstract

For 40 years, the Chilean education system has been subject to private management of public services, known as New Public Management (NPM). This management promotes competition and the high-stakes testing, and atomizes the educational system, diluting the participation of educational communities in political decisions that directly concern them. To reverse these effects, different regulations have emerged in recent years, such as Law 21.040 of 2017, one of the most important by creating a new public education system under direct state responsibility, with emphasis on local participation. From a qualitative perspective, this paper presents an analysis of the conceptions and modes of participation that emerge from this law, making use of Foucault's governmental theory. The results point to a persistence of the notion of participation under the NPM, crossed and tensioned by an emerging notion of participation of local resistance from the educational communities. Finally, we discuss the scope of the changes introduced by Law 21.040 and the necessary elements for a new public education system that is truly inclusive and democratic for schools and educational actors.

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Author Biographies

Enrique Baleriola, Universitat Oberta de Catalunya

Profesor lector de la Universitat Oberta de Catalunya (España). Doctor en Persona y Sociedad en el Mundo Contemporáneo (Universidad Autónoma de Barcelona, 2017), Máster en Investigación e Intervención Psicosocial (Universidad Autónoma de Barcelona, 2014), Licenciado en Psicología (Universidad de Almería). Ha realizado estudios postdoctorales en la Pontificia Universidad Católica de Valparaíso (Chile). Sus intereses de Investigación son: análisis de políticas públicas, management y gestión social, participación en políticas públicas.

Tabata Contreras-Villalobos, Pontificia Universidad Católica de Valparaíso

Estudiante de doctorado en Psicología, Pontificia Universidad Católica de Valparaíso y el Doctorado en Psicología de la Educación de la Universidad Autónoma de Barcelona. Becaria ANID, Magíster en Educación, mención Dirección y Liderazgo, Pontificia Universidad Católica de Chile. Socióloga, Universidad de Playa Ancha.

Francisca Sánchez, Pontificia Universidad Católica de Valparaíso

Psicóloga, Licenciada en Psicología.

Romina Díaz, Universidad Metropolitana de Ciencias de la Educación

Profesora Instructor, Departamento de Formación Pedagógica, Facultad de Filosofía y Educación. Magister en Psicología Educacional (Universidad de Chile, 2020). Psicóloga, Universidad Católica Raúl Silva Henríquez. Áreas de interés: Trabajo Docente, Salud Mental Docente, Convivencia Escolar, Diversidad e Inclusión y Educación Feminista.

Ana Hormazábal, Universidad Católica del Maule

Antropóloga social, Analista de Acreditación, Universidad Católica del Maule.

Published

2022-08-30

How to Cite

Baleriola, E., Contreras-Villalobos, T., Sánchez, F., Díaz, R., & Hormazábal, A. (2022). Participation as government technique under the new public education system in Chile. Education Policy Analysis Archives, 30, (130). https://doi.org/10.14507/epaa.30.6836

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