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

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dc.contributor.authorTroncoso Perez, Patricia E.
dc.contributor.authorNass Alvarez, Juan Luis
dc.contributor.authorGallegos, Ada
dc.contributor.authorAlvarez, Miguel A.
dc.date2020
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.citationPROPOSITOS Y REPRESENTACIONES,Vol.8,,2020
dc.identifier.doi10.20511/pyr2020.v8nSPE.498
dc.identifier.urihttp://repositoriodigital.uct.cl/handle/10925/3861
dc.language.isoes
dc.publisherUNIV SAN IGNACIO LOYOLA
dc.sourcePROPOSITOS Y REPRESENTACIONES
dc.subject.englishExpected Teaching Role
dc.subject.englishHuman Capital
dc.subject.englishDecolonization
dc.titleBetween Decolonization and Human Capital. Reflections Toward the Expected Role of the Teacher in the Chile Post Transition
dc.typeReview
uct.catalogadorWOS
uct.indizacionESCI
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