Dictature militaire, réforme universitaire et formation des enseignants au Chili : l'émergence historique d'une structure dysfonctionnelle

Abstract

The article deals with the evolution of public policies related to teacher education in Chile during the period of the military dictatorship (1973-1990), and the paradoxical impact on such education of a university reform at the end of the 1960s. Both processes are connected to examine the roots of the inability of the teacher education system to respond to the requirements of a reform of the structure of the school system that also took place at the end of the 1960s. This reform extended primary education by two grades, thereby broadening and complexifying both the curriculum and the needs of students. The response to this change on the part of teacher education policies, as well as the teacher  preparation institutions themselves, did not take place either at the beginning of its implementation, which coincided with the political crisis that culminated in the coup d'état, nor during the following quarter of a century. Long duration that established a dysfunctional structure of teacher education, which did not respond to the structure of the school system it sought to serve. In terms of its analytical and interpretative purpose, the paper combines historical policy analysis, sociological interpretation of the dynamics of higher education, and categories and interpretation of the knowledge bases of the teaching profession.