Public policies of early childhood education in Chile and Brazil: tensions and trends about local management as a quality axis.

Currently in Chile, there is an educational reform that aims to reflect on the understanding and management of quality child education. This reform pursues to be aligned with local scenarios, establishing the responsibility and the participation of local management as the two main quality factors. I...

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Detalles Bibliográficos
Autor: Monje Marin, Jennifer Stephanie
Tipo de recurso: tesis de maestría
Estado:Versión publicada
Fecha de publicación:2017
País:Chile
OAI Identifier:oai:repositorio.anid.cl:10533/232939
Acceso en línea:https://hdl.handle.net/10533/232939
Access Level:acceso abierto
Palabra clave:Ciencias Sociales
Ciencias de la Educación
Otras Especialidades de la Educación
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dc.title.es_CL.fl_str_mv Public policies of early childhood education in Chile and Brazil: tensions and trends about local management as a quality axis.
Políticas públicas de educación infantil en Chile y Brasil: tensiones y tendencias sobre la gestión local como eje de calidad.
title Public policies of early childhood education in Chile and Brazil: tensions and trends about local management as a quality axis.
spellingShingle Public policies of early childhood education in Chile and Brazil: tensions and trends about local management as a quality axis.
Monje Marin, Jennifer Stephanie
Ciencias Sociales
Ciencias de la Educación
Otras Especialidades de la Educación
title_short Public policies of early childhood education in Chile and Brazil: tensions and trends about local management as a quality axis.
title_full Public policies of early childhood education in Chile and Brazil: tensions and trends about local management as a quality axis.
title_fullStr Public policies of early childhood education in Chile and Brazil: tensions and trends about local management as a quality axis.
title_full_unstemmed Public policies of early childhood education in Chile and Brazil: tensions and trends about local management as a quality axis.
title_sort Public policies of early childhood education in Chile and Brazil: tensions and trends about local management as a quality axis.
dc.creator.none.fl_str_mv Monje Marin, Jennifer Stephanie
author Monje Marin, Jennifer Stephanie
author_facet Monje Marin, Jennifer Stephanie
author_role author
dc.contributor.advisor.none.fl_str_mv Barros Pedroso Nascimento, María Leticia
dc.contributor.institution.es_CL.fl_str_mv UNIVERSIDAD DE SAN PABLO
dc.subject.oecd1n.es_CL.fl_str_mv Ciencias Sociales
topic Ciencias Sociales
Ciencias de la Educación
Otras Especialidades de la Educación
dc.subject.oecd2n.es_CL.fl_str_mv Ciencias de la Educación
dc.subject.oecd3n.es_CL.fl_str_mv Otras Especialidades de la Educación
description Currently in Chile, there is an educational reform that aims to reflect on the understanding and management of quality child education. This reform pursues to be aligned with local scenarios, establishing the responsibility and the participation of local management as the two main quality factors. In the search for experiences that can support these changes, it arouses the interest to understand another form of planning and implementation of public policies of ECE in a country with a different educational management model, as Brazil. Based on the foundations of Comparative Education, this dissertation describes, explores and compares the configuration of contemporary public policies of ECE formalized by both the states of Brazil and Chile, in their - often conflictive -relationship with local management, starting from three theorization lines: educational decentralization, quality of ECE, and educational accountability. The aim is to understand the tensions, implications and possibilities of local management as the quality axis of ECE. The understanding of the contexts of Brazil and Chile allowed to know the nuances of the historical journey, the forms of State organization and the influences of the multinational agencies that provoked multiple reconstructions in the policies of ECE in both countries. This analysis also showed the links between two educational systems often presented as different ones. Based on the assessments of national policies, legislation and research carried out in both countries, as well as on international documents that place both countries in the Latin American contingency, it was possible to identify a set of convergences and divergences in the configuration of public policies of ECE. As a result, new forms of equation between participation and accountability, both in the national and local spheres of government were highlighted. Although Chilean and Brazilian policies record many similarities and some significant differences, the fact is that, in the two countries, there is a trend based on a kind of "mixed responsibility" between local autonomies and state regulations, as the quality axis of ECE. Among the most important conclusions of the study are the "negotiability" that the quality of ECE is acquiring in both countries, and the profile of local management as a mobilizer and channel for the construction and evaluation of quality Child Education. The eclectic discourse that conceives childhood education as a function of a participatory society highlights the role of an active State that guides, supports and integrates local efforts and educational centers to address the issue of quality of ECE. In this sense, the latter is understood as a complex, multifactorial and permanent social process where the first search agents of this quality are the educational communities themselves, a trend that brings new paradoxes to the quality of ECE in the countries studied. However, it also allows to indicate some considerations that may contribute to the scenario of reforms in Chile. Key words: Early Childhood Education, Educational Reforms, Decentralization, Educational Quality, Accountability, Negotiated Quality
publishDate 2017
dc.date.issued.es_CL.fl_str_mv 2017
dc.date.accessioned.none.fl_str_mv 2019-01-30T18:17:30Z
2022-08-16T18:42:33Z
dc.date.available.none.fl_str_mv 2019-01-30T18:17:30Z
2022-08-16T18:42:33Z
dc.type.none.fl_str_mv Tesis Magíster
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spelling UNIVERSIDAD DE SAN PABLOMonje Marin, Jennifer Stephanie2017https://hdl.handle.net/10533/232939http://purl.org/coar/access_right/c_abf2Otras Especialidades de la EducaciónCiencias de la EducaciónCiencias SocialesPublic policies of early childhood education in Chile and Brazil: tensions and trends about local management as a quality axis.Barros Pedroso Nascimento, María LeticiaUNIVERSIDAD DE SAN PABLOBrazilMonje Marin, Jennifer Stephanie2019-01-30T18:17:30Z2022-08-16T18:42:33Z2019-01-30T18:17:30Z2022-08-16T18:42:33Z2017Currently in Chile, there is an educational reform that aims to reflect on the understanding and management of quality child education. This reform pursues to be aligned with local scenarios, establishing the responsibility and the participation of local management as the two main quality factors. In the search for experiences that can support these changes, it arouses the interest to understand another form of planning and implementation of public policies of ECE in a country with a different educational management model, as Brazil. Based on the foundations of Comparative Education, this dissertation describes, explores and compares the configuration of contemporary public policies of ECE formalized by both the states of Brazil and Chile, in their - often conflictive -relationship with local management, starting from three theorization lines: educational decentralization, quality of ECE, and educational accountability. The aim is to understand the tensions, implications and possibilities of local management as the quality axis of ECE. The understanding of the contexts of Brazil and Chile allowed to know the nuances of the historical journey, the forms of State organization and the influences of the multinational agencies that provoked multiple reconstructions in the policies of ECE in both countries. This analysis also showed the links between two educational systems often presented as different ones. Based on the assessments of national policies, legislation and research carried out in both countries, as well as on international documents that place both countries in the Latin American contingency, it was possible to identify a set of convergences and divergences in the configuration of public policies of ECE. As a result, new forms of equation between participation and accountability, both in the national and local spheres of government were highlighted. Although Chilean and Brazilian policies record many similarities and some significant differences, the fact is that, in the two countries, there is a trend based on a kind of "mixed responsibility" between local autonomies and state regulations, as the quality axis of ECE. Among the most important conclusions of the study are the "negotiability" that the quality of ECE is acquiring in both countries, and the profile of local management as a mobilizer and channel for the construction and evaluation of quality Child Education. The eclectic discourse that conceives childhood education as a function of a participatory society highlights the role of an active State that guides, supports and integrates local efforts and educational centers to address the issue of quality of ECE. In this sense, the latter is understood as a complex, multifactorial and permanent social process where the first search agents of this quality are the educational communities themselves, a trend that brings new paradoxes to the quality of ECE in the countries studied. However, it also allows to indicate some considerations that may contribute to the scenario of reforms in Chile. Key words: Early Childhood Education, Educational Reforms, Decentralization, Educational Quality, Accountability, Negotiated QualityActualmente en Chile, se vive una reforma educacional que pretende repercutir en el entendimiento y gestión de la Educación Infantil de calidad, alineada coherentemente con los escenarios locales y estableciendo la responsabilización y participación de la gestión local como factores de calidad. En la búsqueda de experiencias que puedan apoyar estos cambios, despierta el interés por entender otra forma de planificación y aplicación de políticas públicas de Educación Infantil, en un país con un modelo de gestión educativa distinto, como es el caso de Brasil. Basada en los fundamentos de la Educación Comparada, esta disertación describe, explora y compara la configuración de políticas públicas contemporáneas de Educación Infantil formalizadas por los Estados de Brasil y Chile, en su relación -muchas veces conflictiva- con la gestión local, a partir de tres líneas de teorización: descentralización de la educación, calidad de la Educación Infantil y responsabilización educativa, para comprender las tensiones, implicaciones y posibilidades de la gestión local como eje de calidad de la Educación Infantil. El entendimiento de los dos contextos no solo permitió conocer los matices del recorrido histórico, de las formas de organización del Estado e de las influencias de agencias internacionales que provocaron múltiples reconstrucciones en las políticas de Educación Infantil en Chile y en Brasil, además, permitió descubrir los nexos entre dos sistemas educativos muchas veces presentados como diferentes. Con base en las evaluaciones de políticas nacionales, legislaciones e investigaciones realizadas en cada país, así como en documentos internacionales que sitúan ambos países en la contingencia latinoamericana, fue posible identificar un conjunto de convergencias y divergencias en la configuración de políticas públicas de Educación Infantil, principalmente destacando la emergencia de nuevas formas de ecuación entre participación y responsabilización, tanto de las esferas nacionales de gobierno, como de las locales. Aunque las políticas chilenas y brasileras registren una serie de semejanzas y algunas significativas diferencias, lo cierto es que, actualmente, en los dos países existe una tendencia basada en la “responsabilización mixta” entre las autonomías locales y las regulaciones del Estado, como factor de calidad de la Educación Infantil. Entre las conclusiones, se destaca la “negociabilidad” que la calidad de la Educación Infantil está adquiriendo en ambos países y el perfil de la gestión local como movilizadora y canalizadora de la construcción y evaluación de la Educación Infantil. A través de un discurso ecléctico que concibe la educación de infancia como función que compete a una sociedad participativa, también se destaca el papel de un Estado activo que oriente, apoye e integre las gestiones locales y los centros educativos para el abordaje del tema de la calidad de la Educación Infantil como un proceso social complejo, multifactorial y de construcción permanente donde los primeros agentes de búsqueda de esa calidad sean las propias comunidades educativas, tendencia que trae nuevas paradojas para la calidad de la Educación Infantil en los países estudiados, no obstante, también permite indicar algunas consideraciones que puedan contribuir al escenario de reformas en Chile. Palabras claves: Educación Infantil, reformas educacionales, descentralización, calidad, responsabilización, calidad negociada.PFCHA-BecasPFCHA-Becas77150129https://hdl.handle.net/10533/232939instname: Conicytreponame: Repositorio Digital RI2.0info:eu-repo/grantAgreement//77150129info:eu-repo/semantics/dataset/hdl.handle.net/10533/93488info:eu-repo/semantics/openAccessCiencias SocialesCiencias de la EducaciónOtras Especialidades de la EducaciónPublic policies of early childhood education in Chile and Brazil: tensions and trends about local management as a quality axis.Políticas públicas de educación infantil en Chile y Brasil: tensiones y tendencias sobre la gestión local como eje de calidad.Tesis Magísterinfo:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/publishedVersionTesisTesishttps://hdl.handle.net/10533/232939PFCHA-Becas172f1f06-2c0d-4174-a5e2-d521cfd52559virtual::54711-1172f1f06-2c0d-4174-a5e2-d521cfd52559virtual::54711-1ORIGINALj.monje DISERTACION FINAL conicyt.pdfapplication/pdf1382364https://repositorio.anid.cl/bitstreams/3db445af-95ce-47ee-b839-7438073ec8a0/downloadeb5a57b586b388e6511da3a1accea043MD51LICENSElicense.txttext/plain1779https://repositorio.anid.cl/bitstreams/ba976d9c-fb1b-4fa0-9100-31a4ff6da59f/download593a6e7305c66c56041a9f9e15a649c1MD52TEXTj.monje DISERTACION FINAL conicyt.pdf.txtExtracted texttext/plain397582https://repositorio.anid.cl/bitstreams/edac0e73-f1b4-4c2b-ae86-33c261991d44/downloade798c5e2fb0ab017f2d7ed7f5e7085c2MD53THUMBNAILj.monje DISERTACION FINAL conicyt.pdf.jpgIM Thumbnailimage/jpeg1064https://repositorio.anid.cl/bitstreams/bf582155-fee8-4aaa-8929-2db21a67124b/downloadf437134cab5616df5ec6fa604b24d8b9MD5410533/232939oai:repositorio.anid.cl:10533/2329392023-07-24 15:09:42.677https://repositorio.anid.clRepositorio ANIDaletelier@anid.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