<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2177-6210</journal-id>
<journal-title><![CDATA[Educação UNISINOS]]></journal-title>
<abbrev-journal-title><![CDATA[Educação. Unisinos]]></abbrev-journal-title>
<issn>2177-6210</issn>
<publisher>
<publisher-name><![CDATA[Universidade do Vale do Rio dos Sinos]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2177-62102018000100083</article-id>
<article-id pub-id-type="doi">10.4013/edu.2018.221.09</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Estandarización educativa en Chile: tensiones y consecuencias para el trabajo docente1]]></article-title>
<article-title xml:lang="en"><![CDATA[Educational standardization in Chile: Tensions and consequences for teachers&#8217; work]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Assaél]]></surname>
<given-names><![CDATA[Jenny]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Albornoz]]></surname>
<given-names><![CDATA[Natalia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Caro]]></surname>
<given-names><![CDATA[Miguel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Chile  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Chile  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Metropolitana de Ciencias de la Educación  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>03</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>03</month>
<year>2018</year>
</pub-date>
<volume>22</volume>
<numero>1</numero>
<fpage>83</fpage>
<lpage>90</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2177-62102018000100083&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2177-62102018000100083&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2177-62102018000100083&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: El art&#237;culo propone un marco de an&#225;lisis general de la pol&#237;tica curricular y de evaluaci&#243;n en Chile, crecientemente estandarizada en los &#250;ltimos veinticinco a&#241;os y problematiza la relaci&#243;n contradictoria entre curr&#237;culum, evaluaci&#243;n y docencia, mostrando c&#243;mo los dise&#241;os curriculares, y las pol&#237;ticas prescriptivas del trabajo docente y de la evaluaci&#243;n de los aprendizajes, constituyen un obst&#225;culo para el ejercicio de una docencia aut&#243;noma, flexible, contextualizada y activa. Para ello, se realiza una breve descripci&#243;n de los principales ejes de mercantilizaci&#243;n y privatizaci&#243;n del sistema educativo chileno, y se profundiza respecto a las caracter&#237;sticas de la gesti&#243;n pedag&#243;gica, del curriculum y de la noci&#243;n de aprendizaje en las pol&#237;ticas de estandarizaci&#243;n, las tensiones subyacentes a las mismas, as&#237; como sus implicancias en el trabajo docente.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract:  This paper proposes a general framework for analyzing curricular and evaluation policy in Chile, increasingly standardized in the last quarter century, and shows the contradictory nature between curriculum, evaluation and teaching. It exhibits how curricular design, and prescriptive teachers&#8217; work policies and learning evaluation, constitute an obstacle for an active, flexible, contextualized and autonomous teaching practice. For that purpose, there is a brief description of the key ways the Chilean educational system has been commoditized and privatized, and a focus on the characteristics of pedagogical management, curriculum, and notions of learning as they appear in standardization policies, the underlying tensions within them, as well as their implications in teachers&#8217; work.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Política Curricular]]></kwd>
<kwd lng="es"><![CDATA[Docencia]]></kwd>
<kwd lng="es"><![CDATA[Estandarización]]></kwd>
<kwd lng="es"><![CDATA[Políticas de Evaluación]]></kwd>
<kwd lng="en"><![CDATA[Curricular Policy]]></kwd>
<kwd lng="en"><![CDATA[Teaching]]></kwd>
<kwd lng="en"><![CDATA[Standardization]]></kwd>
<kwd lng="en"><![CDATA[Evaluation Policies]]></kwd>
</kwd-group>
</article-meta>
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