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This paper proposes the revision of a series of phenomena analyzed within the framework of the study "Youth, Culture and Education" of the Ministry of Education of Chile and the Fundación Sistema of Spain and in the study about the civic behavior of young in Chile (Fondecyt N° 11121115). This paper describes the most relevant aspects of the young people's perception and verbalization of such areas as a) characterization and values of the young, b) participation and citizenship, and c) trends in education. The paper ends by suggesting a thematic research agenda that may permit to explore in greater depth some dimensions that this study did not fully address given the constraints inherent to its nature and purpose. [ABSTRACT FROM AUTHOR]

In the context of the constituent process taking place in Chile, this paper studies one of the main constitutional debates that has developed throughout the country's history: the debate over the right to education. We analyse this debate between 1990 and 2016 to explore how elite discourse and citizens' opinions regarding the right to education are related. We first propose a periodization of the discussions of the elite, determined by the irruption of the Chilean student movement in 2006 and 2011, and the gradual constitutionalisation of the debate. We then carry out a discourse analysis of the citizen dialogues, specifically the Encuentros Locales Autoconvocados (ELA), or Self-convened Local Meetings, developed within the framework of the constitutional process that took place in 2016. Finally, by comparing both discourses, we conclude that although there is receptivity to the ideas of the elites in the ELA discourses, they do not constitute a complete reflection of these ideas. This questions the notion that citizen discourses only reaffirm the discourses of the elite without contributing anything new. [ABSTRACT FROM AUTHOR]

This paper presents the results of disciplinary research into the assessment processes in early childhood education and decision-making for continuous improvement in the development and learning of infants in the kindergartens of the Junta Nacional de Jadines Infantiles in the Metropolitan Region of Chile during the second semester of 2018. The methodology used was of a qualitative ethnographic type, with a multiple case study design. The findings reveal relevant aspects regarding the validity of the records that support the assessment processes conducted in early childhood education and the factors that shape them. The study concludes with the need to strengthen reflective instances related to evaluative practice in this context to enable better decision-making by educational teams. [ABSTRACT FROM AUTHOR]

Introduction: In 2006, the Nursing School of the University of Chile began changing the teaching plan from a learning objective syllabus to one based on competencies; this implementation began in 2013. Objective: This paper aims to present a summary of a research carried out from 2010 to 2013 by the syllabus innovation commission of the Nursing School from the University of Chile in order to implement a syllabus based on competencies Methodology: It presents the different phases that require the integration of different actors, per se; the academic school staff, external teachers to it, employers, graduates and students from the nursing program as well. Conclusions: This experience allowed thinking about some of the paradigm changes required in this process, such as the student at the learning center, with dynamic and proactive participation of them, the agreement on using a different language, with innovative methodologies that aim to a meaningful learning. [Silva-Galleguillos A. Training by Competencies in Nursing. An Experience from the University of Chile. [ABSTRACT FROM AUTHOR]

The purpose of this paper is to show the adaptation and validation process of the Teacher Self-Efficacy Scale questionnaire (Tschannen-Moran & Woolfolk, 2001) in a sample selection of 544 Chilean teachers. This was done using the back translation procedure. For construct validity, the exploratory factor analysis statistic method was applied, which resulted in one additional factor to the three, which were in the original instrument. Secondly, a confirmatory factor analysis was carried out. The latter corroborated the four-dimension solution with appropriate index adjustments. Finally, the internal consistency was analyzed by using the Cronbach's alpha coefficient, which showed satisfactory rates for each factor and the entire instrument. All these findings support the claim that the adapted version of the questionnaire is valid, reliable and explanatory of the self-efficacy theory for the reality of Chilean teachers. [ABSTRACT FROM AUTHOR]

This paper aims to characterize the curricular insertion of GigaPan Web 2.0 in a primary school of Valdivia, Chile, with the purpose of developing socio-communicative competences. Methodologically, to systematize this case study, quantitative and qualitative data were found. On one hand, pre and post tests were applied to assess the progress and difficulties in scriptural competences command and, on the other hand, conversation groups were performed with students to think over metacognitive and motivational aspects present in educational innovation. The main results suggest that the scriptural progress is better expressed in commands such as Textual Coherence (14%) and Content Originality (17%) and the major difficulties are present in relevant ideas emphasis (3%) and Textual Cohesion (7%). About TIC implementation, conversation groups showed a positive disposition to mediation supported by social web and collaborative work. [ABSTRACT FROM AUTHOR]

On this work we will review some of the first revealed strategies by the Pewenche groups of Alto Bío Bío to adapt to the reductional situation, characterized for the asymmetric relation between this groups with the Chilean major society, becoming an ethnic group or native group (indigenous community). In this paper it will be characterized and exhibited both intragroup and extragroup interaction levels. [ABSTRACT FROM AUTHOR]

This paper is a critical reworking of the conception that we use to refer to human rights, and how this way of conceiving an impact on the ability to visualize how social movements for education, particularly in Chile, are overwhelming the space traditional policy of establishing new ways of being and doing education. Political turmoil in all its forms and dimensions, which invites us to think about human rights and the constitution of social movements from otherness, of coexistence and diversity. This will propose an analysis from the concept of otherness Levinas and criticism of human rights, in order to deconstruct rigid and uncritical conceptions, leading to the creation of new spaces for debate, recognition, rupture, fraction, diversity and the struggle for education as a fundamental human right. [ABSTRACT FROM AUTHOR]

In this paper we look at the income distribution by cohort in Chile. We construct a synthetic panel from cross section surveys and estimate the income distribution for cohorts born between 1902 and 1978. We then decompose the evolution of these distributions into age, year and cohort effects. The cohort effects show a period where inequality increases, to then decrease. We attempt to explain this evolution. The rise can be explained by variables associated with education, while the fall appears to be the consequence of a flattening of the income-age profile and hence a reduction in the returns to experience. [ABSTRACT FROM AUTHOR]

This paper aims to explain and analyze how certain contradiction is manifested in the social identities in the population of the Andean highlands of Arica during the process of implementing the post-Pacific War education, specially in its act of incorporating the policies of the Chilean education in these territories when there was a renewed residue of Peruvian citizenship in the everyday act of this Andean population (currently, northern Chile). In characterizing this process of socio-political and socio-cultural mixtures, I intend to discuss two points: first, that beyond the process itself, there was since before the occupation a Chilean idea of modernity implemented by a liberal ideology that permeated the whole nineteenth century Peruvian society. Second, that there was a dispute of an education beyond the nationalities in conflict as an articulating axis. Since there was a clear involvement of local schools to their designated Andean spaces, I suggest using the idea of modernity that could support this proposal. [ABSTRACT FROM AUTHOR]