Tensões na parceria público-privada do sistema educacional chileno: os Programas de Educação de Curta Duração (SLEPs) e suas novas possibilidades

Tensiones en la alianza público privada del sistema educacional chileno; los SLEP y sus nuevas posibilidades

Abstract

This article focuses its analysis on a documentary research study aimed at examining discourses associated with Chilean educational policy that reinforce the public-private partnership, as well as the implementation of a new administrative architecture through the Local Public Education Services (SLEP), which generates tensions within that alliance. The central issue lies in analyzing the meanings disseminated by private foundations and technical assistance entities regarding teacher training practices that are believed to enable children and adolescents to achieve specific goals in their educational processes. Using a qualitative approach, the study analyzed legislative documents, national policies, and the websites of well-established foundations in the country. It also considered academic articles discussing the effects of standardized testing on Chilean education policy. We infer that the public-private partnership is discursively problematized with the implementation of a new national administrative structure, allowing for new discussions about the potential effects of this new administration and the meanings that may emerge regarding how educational goals are constructed—particularly those based on strengthening networks with a sense of community.