The neoliberal schooling of the Chilean educational system has not stopped despite the successive social movements that go in the opposite direction of the pro-market orientation. It is neoliberalism articulated through a special conservative understanding of the position of man in the world that has been sustained institutionally for decades in the State apparatuses and their technologies of distribution of resources, knowledge, and technologies of evaluation and control of the school mass and the daily life of their pedagogical communities. Dozens of years and the evidence is extremely strong to show and demonstrate the failure of neoliberal schooling, but nevertheless continues its path of expansion throughout the territory and the dimensions of national education. All this also counts for the field of phenomena associated with school violence and school coexistence, for the field of "good" conduct, "good" behavior, "correct" discipline: the colonization of neoliberalism also seeks to economize and corporatize people, students and their families (Spring, 2015) through the resource of the production of human capital. Under this dimension, violence and school coexistence would be one more phenomenon of teacher authoritarianism, insofar as we would be in the presence of "a school experience and authority relations categorized as excessively asymmetric, unfair, demeaning and harmful to dignity" (Neut , 2019, p.229). However, this article shows that the contradiction that matters is not that of a supposed "professor authority" versus "adolescent victimization". The real conditions that make this conflict of pedagogical authority possible converge much more radically and comprehensively with the contradiction between a high-speed neoliberal schooling, today implementing the culture of soft skills, versus a social-cultural critique that is constructed step by step in school communities.
Keywords:
Neoliberal education, teacher authority, school violence, school coexistence.
Retamal Salazar, J. (2019). VIOLENCE AGAINST SCHOOL? THE DOMESTICATION OF AUTHORITY AND THE NEOLIBERAL SOFT SKILLS DISCOURSE. Revista Enfoques Educacionales, 16(2), 15–35. https://doi.org/10.5354/2735-7279.2019.66520
