Teaching work during the Chilean civic-military dictatorship (1973-1990): An overview from public educational policies

Abstract

This article presents the results of doctoral research whose objective was to analyse the Public Educational Policy built by the Chilean Civic-Military Dictatorship (1973-1990), an analysis carried out especially with regard to teaching work. We worked with hypotheses that highlighted the importance that the Regime granted to teachers through legal regulations and repressive actions. Theoretical contributions from A. Gramsci and E. P. Thompson were considered, which facilitated the research work from different sources, privileging among these the Chilean legislation and human rights reports. Conclusions confirm the hypotheses and add new elements that invite to revisit the transformations made in this period about the activity of teachers and the Chilean educational system, in general.