In recent decades, in Chile, educational policies have been linked to the neoliberal economic system, which is why management rationalities have permeated the dynamics and relationships that take place in schools. Similarly, the training of teachers has been developed under a rationalist logic, attributing to teachers roles that do not include all those dimensions or aspects necessary for their performance in the classroom. These situations have affected the dynamics and interactions that occur in schools and have caused a de-professionalization of teachers. The purpose of this article is to reflect on the tensions that are evident in the Chilean educational system and teacher training under the banner of neoliberalism. For this purpose, information is selected and analyzed from scientific journals and books that consider the contradictions of education under the post-Fordist postulates and their relationship with teacher training and evaluation, considered the latter as the main mechanism of promotion in teacher professional development. The conclusions of this analysis reveal the relevance of education as an emancipating entity, and the importance of socio-emotional aspects and the paradigm of the teacher in the construction of educational reforms, especially those directly linked to teachers.
Brito Pacheco, J. (2018). Teacher training and evaluation under neoliberalism: the Chilean case. Revista Saberes Educativos, (1), pp. 102–116. https://doi.org/10.5354/2452-5014.2018.51609
