Educational policies and Chilean civic-military dictatorship (1973-1990): The process of neoliberal and authoritarian transformation of teachers’ training and workspaces

Felipe Zurita

Abstract


The objective of this article is to analyze the educational policies directed towards the teaching work and based on the neoliberal economic model that built and implemented the Chilean civic-military dictatorship (1973-1990). More specifically, it was interesting to know how training spaces and work spaces for teachers were affected by these initiatives. To achieve this objective, an analysis of legal documentary sources and of the minutes of the military government junta was carried out. The conclusions indicate that the training and work spaces of Chilean teachers were deeply affected by the educational policies of neoliberal orientation of the regime, mainly in relation to the deterioration of the institutional framework dedicated to initial teacher training and the imposition of the flexible nature of the teachers' working conditions. From a panoramic perspective, the educational policies of the civic-military dictatorship can be understood as a systematic effort to deteriorate and mistreat teachers with the aim of building a new way of being a teacher in Chile.


Keywords


teaching policies; civic-military dictatorship; Chile; neoliberalism; teacher training; teachers



DOI: https://doi.org/10.14507/epaa.29.4593

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