the recent trajectory of education of young and adult people in Chile: inference from a comparative study

Abstract

This article is a fragment of a larger study on Teacher Training for Education of Youth and Adults (EPJA) in Brazil and Chile: A Comparative Study between the Region of Valparaiso and the State of Bahia, defended as a thesis in the course of a Latin American doctorate in education, public policies and teaching preffesorship of the Federal University of Minas Gerais. In this text, we limit ourselves to presenting the data that we produced during the doctoral training period. Considering that academic research on EPJA in Chile is incipiente and maintains a direct relationship with the low relevance that this modality of education has been treated as State Policy, the study made it possible to systematize the information that was submitted for analysis, interpretation and comparison from the methodological perspective of comparative education, making it possible to present a panoramic approach on the recent trajectory of EPJA in the country, reflecting on its conception, purpose and insertion within the framework of its educational policy. We show that the certification perspective of the EPJA in Chile follows the ideological bases of the neoliberal politics assumed by the State, leading to the belief that the modality should comply only with the purpose of integrating its subjects into the world of work and guarantee employability.