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La Educación
Número: (122) III
Año: 1995


This article supports findings that are relative to the complex forces that make up the modern political process of Chile’s secondary education. The internal logic of political decisions in education is seen in terms of resolving tension, transactions or negotiations that have gone beyond the educational sector.  The article’s thesis is divided into two categories, the first of which is made up of five fundamental ideas of the modern process of secondary education: quality, technical/pedagogical, social expectations, paradigms of change and actors. The second category is divided into seven historical “milestones”: the “German” reform at the end of the 19th century; the institutional changes after the 1830s; the “renovation” of the lyceum in the 1950s; the Frei-Gómez Millas reform; the “proposed” National Unification School (ENU) during the Popular Unity government; the new paradigm of public education that was established during the military regime; and secondary education during the initial transition to democracy.