During the last three decades, different Chilean governments, both during Pinochet´s dictatorshipand the current democratic period, have incorporated and consolidated market mechanisms in thefunctioning and management of education at different levels. The media is a central agent in thecreation of 'common sense' and the diffusion of hegemonic discourses throughout society. Thisarticle analyses the educational discourse of the two main newspapers in Chile, La Tercera and ElMercurio, during the process of debate and negotiation of the current educational act. The firstsection offers a literature review of the way in which media treats education. The followingsection presents the political context around which quasi-market policies were implemented inChile and their subsequent lost of legitimation. Finally, the third section analyses the discourse ofthe media surrounding the educational crisis in Chile. In respect to this, these newspapers defendthat the quasi-market model has not yet been correctly implemented, but that those policies arethe correct ones in order to improve education. This thesis is supported by three key argumentsoutlined by the media: the processes of decentralisation and transfer of autonomy to educationalagents has been insufficient; a state of imperfect competition remains between schools; and,lastly, education has been captured by teachers and their unions, impeding the improvement ofthe system.
Durante las tres últimas décadas, distintos gobiernos en Chile, tanto a lo largo de la dictadura de Pinochet como en el actual periodo democrático, han incorporado y consolidado mecanismos de mercado tanto en el funcionamiento y como en la gestión educativa a distintos niveles. Los medios de comunicación son agentes centrales en la creación de 'sentido común' y la difusión de discursos hegemónicos en el conjunto de la sociedad. El presente artículo analiza el discurso educativo de los dos principales periódicos de Chile, La Tercera y El Mercurio, durante el proceso de debate y negociación de la actual ley educativa. En el primer apartado se presenta una revisión de la literatura que aborda el tratamiento que hace la prensa del campo educativo. La segunda parte presenta el contexto político en torno a la implementación y posterior deslegitimación de las políticas de cuasimercado en Chile. Por último, se analiza el discurso de los medios en torno a la crisis educativa en Chile, sosteniendo que el modelo de cuasimercado no ha sido bien implementado, pero que dichas políticas son las adecuadas para mejorar la enseñanza. Tres son los argumentos centrales que aparecen en los medios para sostener esta tesis: no ha habido suficiente descentralización y autonomía de los agentes educativos; la competencia entre escuelas ha sido imperfecta; y, por último, la educación ha sido capturada por los docentes y sus organizaciones gremiales, impidiendo la mejora del sistema. ; During the last three decades, different Chilean governments, both during Pinochet´s dictatorship and the current democratic period, have incorporated and consolidated market mechanisms in the functioning and management of education at different levels. The media is a central agent in the creation of 'common sense' and the diffusion of hegemonic discourses throughout society. This article analyses the educational discourse of the two main newspapers in Chile, La Tercera and El Mercurio, during the process of debate and negotiation of the current educational act. The first section offers a literature review of the way in which media treats education. The following section presents the political context around which quasi-market policies were implemented in Chile and their subsequent lost of legitimation. Finally, the third section analyses the discourse of the media surrounding the educational crisis in Chile. In respect to this, these newspapers defend that the quasi-market model has not yet been correctly implemented, but that those policies are the correct ones in order to improve education. This thesis is supported by three key arguments outlined by the media: the processes of decentralisation and transfer of autonomy to educational agents has been insufficient; a state of imperfect competition remains between schools; and, lastly, education has been captured by teachers and their unions, impeding the improvement of the system. ; Grupo FORCE (HUM-386). Departamento de Didáctica y Organización Escolar de la Universidad de Granada.
