Abstract
The New Public Management (NMP) educational policies promote decentralization and privatization, installing performance assessment instruments based on standards and results as a form of government. With this, educational action is defined and guided by indicators. Chile has been considered an emblematic case of these politics. This article analyzes the installation and strengthening of the logic of accountability based on standards as the axis of the State's educational action and how this type of policy responds to critical contexts. We carried out a pragmatic analysis of the five most relevant legal bodies promulgated between 2008 and 2020 in Chile and a descriptive analysis of the main educational policies implemented in the critical context of the COVID19 pandemic, considering the period between March 14 and May 10, 2020. The results show the consolidation of an educational policy that governs through evaluations and consequences, including the threat of school closure. The School is responsible for achieving results, regardless of social and economic conditions. In a context of crisis, the action of the State is reduced to weak supports, claiming the relevance of the evaluation with consequences as a form of government.
Highlights
The New Public Management (NMP) educational policies promote decentralization and privatization, installing performance assessment instruments based on standards and results as a form of government
This article analyzes the installation and strengthening of the logic of accountability based on standards as the axis of the State's educational action and how this type of policy responds to critical contexts
We carried out a pragmatic analysis of the five most relevant legal bodies promulgated between 2008 and 2020 in Chile and a descriptive analysis of the main educational policies implemented in the critical context of the COVID19 pandemic, considering the period between March 14 and May 10, 2020
Summary
2015; FALABELLA; DE LA VEGA, 2016; OYARZÚN; CORNEJO, 2020; SISTO; FARDELLA, 2011). En este contexto, el gobierno de la escuela se realiza fundamentalmente a través de sistemas de rendición de cuentas basados en cumplimiento de estándares de desempeño, vinculados a consecuencias, en su mayoría de carácter financiero, incluyendo el cierre de escuela (SISTO, 2017; 2019a; 2019b). Considerando lo mencionado, este artículo analiza la instalación y fortalecimiento de la lógica de la rendición de cuentas basado en estándares como eje de la acción del Estado a la hora educar. Se exponen algunos resultados de un análisis pragmático que incluyó los cinco cuerpos legales más relevantes en regulación educativa promulgados entre el 2008 y el 2020, que ponen su foco en el fortalecimiento de la rendición de cuentas como forma de gobierno de la Educación desde el Estado. Esto permite enmarcar un análisis descriptivo acerca de las principales políticas educativas realizadas por el Estado de Chile en tiempos de pandemia, considerando el período que va entre el 14 de marzo y el 10 de mayo de 2020. Éste muestra cómo la acción del Estado en relación al educar continúa siendo la rendición de cuentas en función de estándares, dejando a profesores y comunidades educativas obligadas a ingeniarse para trabajar en función de los estándares al evaluar
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