Seis epígrafes para la disciplina escolar: política educativa chilena reciente

Abstract

The article analyzes the school discipline aligned with the social order and its expression in the Chilean educational policy, particularly under the current curriculum guidelines. The hypothesis is that the school’s discipline is par excellence a device that reproduces the school order due to its normalizing vocation and knowledge dissemination. The curriculum allows to observe the normalization of the school knowledge through a technical curriculum that it is functional to the neoliberal order. Documentary research as well as the use of a hermeneutic approach highlights the importance of the school discipline in regards to the normalization of individuals, as well as the educational institution’s subjects, knowledge, and discourse. Despite the functionality to the social reproduction its contribution to generate inequality, the learning objective of the curriculum is the disciplinary mechanism that renews the technical one which was initiated with the pedagogy by objectives in the educational reform of 1965, deepened in the dictatorship and perfected in the democratic governments (1990-2015). Finally, the extent of educational inequality in Chile requires a policy of reparation or, in other words, one that promotes ethical and political transmutation that moves from a vicious cycle of discipline to a virtuous spiral.