Sergio Martinic

The Catholic School in the Context of Inequality: the Case of Chile

In Chile, there is a decentralised and mixed education system. From the total of educational establishments, 53% are public (municipal governments); 40% are private subsidised by the government (there are schools where families contribute fi nancially and others where education is free); and 6.6% are private paid by the families (see Table 1).1 In the last 20 years, our education system has experienced two great periods of reform. In the 1980s, state education—which until then was depending on the Ministry of Education—was transferred to local government, and private education subsidised by the State was expanded.2 Within this system, the subsidy is paid via a “voucher” per pupil to the establishment or provider of education—whether municipal government or private— in accordance with the average monthly attendance of the pupils. Schools with more pupils receive more state subsidies. The basis of this mechanism is the competition between schools to attract more pupils, theoretically achieved by providing a quality service. The logic of the system is that families choose the best schools for their children, and, at the same time, schools are provided with incentives to select the best pupils through exams and other similar procedures. With the return to democracy in 1990, a new period of educational reforms started. The new educational policies did not make substantial changes to the institutional model or the method of fi nancing the sector. However, to balance

El tiempo y el aprendizaje escolarla experiencia de la extensión de la jornada escolar en Chile

This paper analyzes the importance of time as an object of educational policy in Latin America and its impact in learning and in the integral development of students. It presents conceptual aspects of the relation between time and learning. The paper presents the implementation of the full-school-day program ( JEC) in the educational c’hilean system. This policy supposes changes in the amount and management of time at school, in the pedagogical practices, in the student activities and in the internal and external school relationships. Data related to the implementation of JEC and its impact on learning is analyzed. The main lessons about the implementation of JEC and the necessity of understand it are closely related with changes in pedagogical practices of teachers and time management at schools.Neste artigo foi analisada a importância do tempo como objeto de politicas de educacao na America Latina e seu impacto na aprendizagem dos alunos. Foram apresentadas a politica de estender o dia na escola, no caso do Chile, e as mudancas propostas na quantidade e organizacao do tempo de escola, em praticas de ensino, atividades estudantis e relacionamentos dentro e fora da escola. Analisaram-se os dados relacionados com a implementacao desse programa, sua eficacia e impacto na aprendizagem. Concluiu-se que as principais licoes aprendidas foram a implementacao dessa politica e a necessidade de compreender a extensao do tempo em relacao as mudancas nas praticas de ensino dos professores e na organizacao cultural do tempo de escola.

SCHOOL DAY DURATION AND LEARNING: THE EXPERIENCE OF THE EXTENSION OF THE SCHOOL DAY IN CHILE

This paper analyzes the importance of time as an object of educational policy in Latin America and its impact in learning and in the integral development of students. It presents conceptual aspects of the relation between time and learning. The paper presents the implementation of the full-school-day program ( JEC) in the educational c’hilean system. This policy supposes changes in the amount and management of time at school, in the pedagogical practices, in the student activities and in the internal and external school relationships. Data related to the implementation of JEC and its impact on learning is analyzed. The main lessons about the implementation of JEC and the necessity of understand it are closely related with changes in pedagogical practices of teachers and time management at schools.Neste artigo foi analisada a importância do tempo como objeto de politicas de educacao na America Latina e seu impacto na aprendizagem dos alunos. Foram apresentadas a politica de estender o dia na escola, no caso do Chile, e as mudancas propostas na quantidade e organizacao do tempo de escola, em praticas de ensino, atividades estudantis e relacionamentos dentro e fora da escola. Analisaram-se os dados relacionados com a implementacao desse programa, sua eficacia e impacto na aprendizagem. Concluiu-se que as principais licoes aprendidas foram a implementacao dessa politica e a necessidade de compreender a extensao do tempo em relacao as mudancas nas praticas de ensino dos professores e na organizacao cultural do tempo de escola.

TEMPO DE ESCOLA E APRENDIZAGEM: A EXPERIÊNCIA DA EXTENSÃO DO DIA NA ESCOLA NO CHILE

This paper analyzes the importance of time as an object of educational policy in Latin America and its impact in learning and in the integral development of students. It presents conceptual aspects of the relation between time and learning. The paper presents the implementation of the full-school-day program ( JEC) in the educational c’hilean system. This policy supposes changes in the amount and management of time at school, in the pedagogical practices, in the student activities and in the internal and external school relationships. Data related to the implementation of JEC and its impact on learning is analyzed. The main lessons about the implementation of JEC and the necessity of understand it are closely related with changes in pedagogical practices of teachers and time management at schools.Neste artigo foi analisada a importância do tempo como objeto de politicas de educacao na America Latina e seu impacto na aprendizagem dos alunos. Foram apresentadas a politica de estender o dia na escola, no caso do Chile, e as mudancas propostas na quantidade e organizacao do tempo de escola, em praticas de ensino, atividades estudantis e relacionamentos dentro e fora da escola. Analisaram-se os dados relacionados com a implementacao desse programa, sua eficacia e impacto na aprendizagem. Concluiu-se que as principais licoes aprendidas foram a implementacao dessa politica e a necessidade de compreender a extensao do tempo em relacao as mudancas nas praticas de ensino dos professores e na organizacao cultural do tempo de escola.

Análisis comparativo del componente de práctica en el currículo de formación profesional de médicos y profesores en la Pontificia Universidad Católica de Chile

Resumen es: Este articulo analiza la practica profesional y clinica en el curriculo de formacion de Profesores de educacion basi - ca y de Medicos. Se analiza: i) la...

Comparative Analysis of the Practical Component in the Curriculum of Professional Training Health proffesionals and Teachers at Pontifical Catholic University of Chile

Resumen es: Este articulo analiza la practica profesional y clinica en el curriculo de formacion de Profesores de educacion basi - ca y de Medicos. Se analiza: i) la...

Análise comparativa do componente de prática no currículo de formação profissional de médicos e professores da Pontifícia Universidade Católica do Chile

Resumen es: Este articulo analiza la practica profesional y clinica en el curriculo de formacion de Profesores de educacion basi - ca y de Medicos. Se analiza: i) la...

Challenges, successes and problems of Catholic schooling in Chile

Abstract Catholic education in Chile at the basic levels embraces nearly 15% of the enrolment of the national educative system. This article summarizes aspects related to the organizational culture and to the problems of identity of Catholic education in Chile, from a qualitative study that was undertaken during 2006, which used the methodology of ‘structural analysis’. Consequently, a set of perceptions of different members of the educational community will be presented regarding the pastoral, pedagogic, institutional and disciplinary dimensions. Thus, the achievements and problems of Catholic schools as religious and educational institutions are demonstrated.