This present study, that was carried out within a context of national social movements and global educational reform, seeks to uncover the main conceptions about teaching as presented and promoted within the new regulatory framework of the Chilean school system. For that purpose, critical discourse analysis was used to identify recurring historical conceptions present in the regulations, as well as interpreting the position teachers have within the educational process. The sample consisted of four educational laws and related documents passed between the years 2005 and 2011. The main findings suggest that the educational laws contain a business management discourse that displaces educational discourse when talking about the educational system. That way, traditional teaching conceptions and roles are transformed, being reduced to tasks and technical abilities subject to persistent standardization and evaluation. In addition, teachers are positioned in a passive role regarding their participation and influence in students’ educational process, where their pedagogical knowledge is displaced by management skills and knowledge.
Keywords:
teaching conceptions, analysis of legislation, educational policy, critical discourse analysis, new public management
Etcheberrigaray Torres, G., Lagos Almuna, J., Cornejo Chávez, R., Albornoz Muñoz, N., & Fernández Ugalde, R. (2017). Teaching Conceptions Within The New Regulatory Framework of The Chilean School. Revista De Psicología, 26(1). https://doi.org/10.5354/0719-0581.2017.46693
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