Abstract
The Chilean university movement of 2011 has been well-covered and analyzed in the specialized literature. This article analyzes its historical evolution and proposes a sociological explanation for the changes in the themes of its demands, since its origins in beginning of the 20th century to its current emphasis on education which is free, of quality and public. Historical demands, such as the political role of Chilean universities, have become less important in comparison to demands for equal access to higher education, due to its role in social mobility. It is suggested that these transformations result from immediate factors, such as changes in the composition of Chilean universities, their institutional characteristics and the dominant political discourse, and global trends regarding contemporary universities, such as the increasing importance of equity in higher education and the mission attributed to the universities in advancing objectives of social mobility.
Highlights
The Chilean university movement of 2011 has been well-covered and analyzed in the specialized literature
It is suggested that these transformations result from immediate factors, such as changes in the composition of Chilean universities, their institutional characteristics and the dominant political discourse, and global trends regarding contemporary universities, such as the increasing importance of equity in higher education and the mission attributed to the universities in advancing objectives of social mobility
Los nuevos estudiantes —gran parte de los cuales son, en sus respectivas familias, la primera generación en asistir a la educación superior, poseen valoraciones más individualistas e instrumentales acerca del rol esperado de estas instituciones, las que se alejan de la reflexión tradicional en términos de compromiso político de la universidad en el desarrollo nacional (Lehmann, 2009)
Summary
Consecuentemente, más allá de movilizaciones por mayor autonomía en la definición de los programas pedagógicos durante la década de 1920, la reforma del Instituto Pedagógico (1944) o la fundación de la Universidad Popular Valentín Letelier (1945), los estudiantes universitarios del periodo tendieron a enfatizar el rol de la universidad en un proyecto político nacional antes que la transformación completa de la institución. Esta respuesta seguía los lineamientos de la primera propuesta: creación de una nueva institucionalidad, cambios en el financiamiento institucional y estudiantil; reforma a los sistemas de acceso y selección; mejora del sistema de aseguramiento de la calidad; apertura de nuevos centros de educación superior técnicoprofesional; promoción de la innovación, ciencia y tecnología; derogación de artículos que obstaculizaran la definición institucional de la participación estudiantil y de otros estamentos; y la incorporación de pueblos originarios y la interculturalidad en la educación superior.
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