Equidad, Justicia y Reconocimiento en el Trabajo de los Profesores/as de Escuelas Vulnerables Chilenas

Abstract

In this article we argue that Chilean public policies understand equity as equal opportunity, and justice as individual social mobility. The organization of work around this understanding of equity is about management and promotes "success and quality for all." As a result we see that this promise is not fulfilled in vulnerable sectors and exposes teachers to lack of recognition of their work and influences their relationship with students as well as their mental health. This research is done with a clinical sociology approach. We conclude that it is necessary to change public policies in Chile to a notion of equity to social justice that will transform public policy and management practices of schools.    Keywords: Recognition at work, equity, teachers, social justice