Tensions and debates to demercantilize education in Chile
DOI:
https://doi.org/10.5212/PraxEduc.v.16.117368.034Abstract
The United States, England and Chile are considered the first countries to apply neoliberal policies during the 1970s. Education, in the case of Chile, is currently considered a paradigm of commodification and privatization. In this context, as a result of the pressure of social movements led by students since 2009, reforms for its decommodification have begun to be developed. This article addresses in analysis the legal bodies that have been incorporated as a way to regulate the processes of neoliberalization of the education system in Chile: General Education Law (2009), Quality Assurance Law (2011), Inclusion Law (2015) and Public Education Law (2017). From the analysis of documentary primary sources, laws, decrees and others, tensions and resistances are analyzed. It is evidenced that, along with the measures taken to give a new orientation to the educational system, market regulation has been incorporated and maintained. This situation demonstrates the current tensions in the legislation, in spite of proposing reforms to decommodify education, the educational market is persistent in the Chilean case.
Keywords: Privatization. Neoliberalism. Chile. Demercantilization of education.
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