<?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>2215-2644</journal-id>
<journal-title><![CDATA[Revista Educación]]></journal-title>
<abbrev-journal-title><![CDATA[Educación]]></abbrev-journal-title>
<issn>2215-2644</issn>
<publisher>
<publisher-name><![CDATA[Universidad de Costa Rica]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2215-26442018000200036</article-id>
<article-id pub-id-type="doi">10.15517/revedu.v42i2.27560</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[¿Nuevo paradigma en la política educativa chilena? Debates sobre educación y transformación social]]></article-title>
<article-title xml:lang="en"><![CDATA[A New Paradigm in the Chilean Educational Policy? Debates on Education and Social Transformation]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Alarcón Leiva]]></surname>
<given-names><![CDATA[Jorge Alberto]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Donoso Díaz]]></surname>
<given-names><![CDATA[Sebastián]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Talca  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Talca  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2018</year>
</pub-date>
<volume>42</volume>
<numero>2</numero>
<fpage>740</fpage>
<lpage>768</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S2215-26442018000200036&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S2215-26442018000200036&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S2215-26442018000200036&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El texto evalúa la pertinencia de entender las características de la reforma educativa en Chile, en continuidad con la idea de un cambio de paradigma de la política pública en educación. En este sentido, el artículo puntualiza la importancia de las movilizaciones estudiantiles de 2006 y 2011, encabezadas por estudiantes del nivel secundario y terciario, respectivamente, como instancias sociales críticas a la base de la generación de tal cambio. La noción de &#8220;paradigma&#8221;, acuñada por Kuhn, sirve así como concepto heurístico que permite expicar los fenómenos y su impacto. En relación con este objetivo, se analiza la situación de la política educativa chilena, con el propósito de dar cuenta de sus principales ejes de acción. Dichos ejes evidencian un estado de crisis, así como la necesidad de resolverla. No obstante, la eventualidad de alcanzar una solución a las dificultades del sector, colisionan con el punto de partida en virtud del cual se formulan las explicaciones acerca de por qué el sistema educativo chileno presenta estos rasgos. A este hecho es al que se denomina &#8220;empate neoliberal&#8221; y es el que, en opinión de los autores, exige un cambio de estándares de racionalidad.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The text evaluates the relevance of understanding the characteristics of the educational reform in Chile, in continuity with the idea of &#8203;&#8203;a paradigm shift in public policy in education. In this sense, the article points out the importance of the student mobilizations of 2006 and 2011, headed by secondary and tertiary level students, respectively, as critical social instances on the basis of the generation of such change. The notion of "paradigm", coined by Kuhn, serves as a heuristic concept that allows to explain the phenomena and their impact. In relation to this objective, the situation is analyzed of the Chilean educational policy in order to account for its main lines of action. These axes show a state of crisis, as well as the need to solve it. However, the eventuality of reaching a solution to the difficulties of the sector collides with the starting point by which explanations are formulated about why the Chilean educational system presents these features. This is what is called a "neoliberal draw" and is what in our opinion, requires a change in standards of rationality.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Política educacional]]></kwd>
<kwd lng="es"><![CDATA[gobernanza]]></kwd>
<kwd lng="es"><![CDATA[paradigma]]></kwd>
<kwd lng="es"><![CDATA[rol de la educación]]></kwd>
<kwd lng="es"><![CDATA[explicaciones educativas]]></kwd>
<kwd lng="es"><![CDATA[cambio social]]></kwd>
<kwd lng="en"><![CDATA[Educational policy]]></kwd>
<kwd lng="en"><![CDATA[Governance]]></kwd>
<kwd lng="en"><![CDATA[Paradigm]]></kwd>
<kwd lng="en"><![CDATA[Educational function]]></kwd>
<kwd lng="en"><![CDATA[Educative Explanations]]></kwd>
<kwd lng="en"><![CDATA[Social change]]></kwd>
</kwd-group>
</article-meta>
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