Trayectoria y carrera docente como política neoliberal: el caso del accountability chileno

Government agendas have regulated the work and professional trajectory of teachers, in order to improve the quality of school systems. These legislations have been configured on the basis of accountability policies, which have stressed teacher professional development. In this context, Chile has promoted contradictory legislation, promoting a meritocratic trajectory of the individual type and of gradual ascent, and leaving the place of the State and its laws, in the regulation of a culture of evaluation. The tensions built on the teaching trajectories promoted by the professional development system established in the country are analyzed. A critical study of legal documents associated with Law no 19.207. The teaching trajectories are stressed in the control of the State by the training and autonomy given to educational institutions to prescribe plans for teacher development; as well as in the individualization of the educational quality linked to the disciplinary-didactic work of the classroom teacher. These results discuss the role of the State as regulator of education, and the opportunities for the construction of a narrative of professional development for teachers. Keywords: Teaching career. Teacher professional development. School accountability.