Colección: La Educación
Número: (122) III
This article supports findings that are relative to the complex forces that make up the modern political process of Chiles 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 articles 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.
[INDICE] [RESUMEN] [INTRODUCCIÓN] [FINALES DEL SIGLO XIX (LA REFORMA ALEMANA)] [EL PRIMER TERCIO DEL SIGLO XX] [MEDIADOS DEL SIGLO XX] [LA REFORMA FREI-GÓMEZ MILLAS, 1964-1970] [LA PROPUESTA DE ESCUELA NACIONAL UNIFICADA] [NUEVO PARADIGMA DE EDUCACIÓN PÚBLICA, 1973-1989] [LA TRANSICIÓN. EL REPOSICIONAMIENTO DEMOCRÁTICO A PARTIR DE 1990] [SUMMARY] [NOTAS] [BIBLIOGRAFÍA] [APÉNDICE] [CUADRO1] [CUADRO 2] [CUADRO 3] [CUADRO 4] [CUADRO 5] [CUADRO 6] [CUADRO 7]