The neoliberal politics implanted in Chile during Augusto Pinochet’s civic-military regime altered the whole educational system, although higher education was perhaps the most intervened area by a market logic. On this regard the deregulation of education, primarily to the teachers initial training, was given an impulse. This was expressed in the diversification of pedagogy degrees that hold minimum requirements, with a lacking selection process and questionable training standards. The consequences of this politics drove different institutions and participants to develop a series of diagnosis, critics and propositions that were looking to improve the teachers training. However, the efforts deployed from the public politics have yet to achieve the expected results. Against this scenario this article has proposed as main objective to analyze the current state of the Initial Training of Pedagogy in History, Geography and Social Sciences in Chile based on the short stories of twenty teachers currently in service. The method chosen to achieve this objective was multiple case studies with qualitative research approach, utilizing the technique of semi-structured interviews as strategy for gathering information. The main results show a critique towards the teachers training, mainly focused on the deregulation of higher education, the university secrecy, the distance between the teacher’s theory and practice, and the existence, although increasingly more questioned, of a professional rationality attached to the positivism or historic traditionalism.
Barría Cárdenas, A. . (2022). FORMACIÓN INICIAL DOCENTE EN CHILE DESDE LA MIRADA DEL PROFESORADO DE HISTORIA, GEOGRAFÍA Y CIENCIAS SOCIALES. Revista Enfoques Educacionales, 19(1), 38–63. https://doi.org/10.5354/2735-7279.2022.67239
