Between Decolonization and Human Capital. Reflections Toward the Expected Role of the Teacher in the Chile Post Transition

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datacite.alternateIdentifier.citationPROPOSITOS Y REPRESENTACIONES,Vol.8,,2020
datacite.alternateIdentifier.doi10.20511/pyr2020.v8nSPE.498
datacite.creatorTroncoso Perez, Patricia E.
datacite.creatorNass Alvarez, Juan Luis
datacite.creatorGallegos, Ada
datacite.creatorAlvarez, Miguel A.
datacite.date2020
datacite.subject.englishExpected Teaching Role
datacite.subject.englishHuman Capital
datacite.subject.englishDecolonization
datacite.titleBetween Decolonization and Human Capital. Reflections Toward the Expected Role of the Teacher in the Chile Post Transition
dc.date.accessioned2021-04-30T17:04:10Z
dc.date.available2021-04-30T17:04:10Z
dc.description.abstractThe relationship between socioeconomic mobility and school levels has been thematized since the generalization of modern institutionalized education systems. The demand for Chilean quality education is associated with exitism and the formation of Human Capital, crashing with mismatches between public policies, the crisis of legitimization of public education, and the Latin American epistemic advance that influences the pedagogical exercise through critical pedagogy or decolonization as a new way of organizing / re-creating knowledge. Thus, the teacher is required from two dichotomous currents, which makes him a vortex with unusual edges. This article of reflection seeks to expose some aspects of these contradictions, addressing the theory of Human Capital in education and the decolonization of pedagogy, in relation to the expected role of teachers in Chile.
dc.identifier.urihttp://repositoriodigital.uct.cl/handle/10925/3861
dc.language.isoes
dc.publisherUNIV SAN IGNACIO LOYOLA
dc.sourcePROPOSITOS Y REPRESENTACIONES
oaire.resourceTypeReview
uct.catalogadorWOS
uct.indizacionESCI
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