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Meanings and Problems Using the Concept of Quality in Chilean New Public Education: A Critical Interpretation from a Biesta's Theoretical Framework

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Title: Meanings and Problems Using the Concept of Quality in Chilean New Public Education: A Critical Interpretation from a Biesta's Theoretical Framework
Language: English
Authors: Carmelo Galioto (ORCID 0000-0001-6951-8172), Magdalena Tobar-Vargas, Manolo Aranda Fredes
Source: Policy Futures in Education. 2026 24(3):363-381.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 19
Publication Date: 2026
Document Type: Journal Articles
Reports - Descriptive
Descriptors: Foreign Countries, Educational Policy, Educational Quality, Public Education, Hermeneutics, Values, Educational Environment, Educational Practices, Knowledge Level
Geographic Terms: Chile
DOI: 10.1177/14782103251413084
ISSN: 1478-2103
Abstract: This report addresses two key issues in Chilean educational policies: the pursuit of educational quality and the development of a new institutional framework for public education. The central focus of the article is the exploration and critical interpretation of the meanings, purposes, and values of the concept of educational quality at the central level (the Public Education Directorate) of New Public Education. The reconstruction of this approach to educational quality is organized into three dimensions: axiological, ontological, and praxeological, which highlight aspects of educational quality linked to purposes and values, the conception of school, systemic work, and the consideration of knowledge. This allows us to recognize, as a potential, a way of understanding educational quality more comprehensively, rather than linking it to the standardized result evaluation. At the same time, the problematic dimension of a possible dissociation between this more integral notion of quality and its systemic operationalization, which continues to operate in public education, emerges.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1502855
Database: ERIC
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  Data: Meanings and Problems Using the Concept of Quality in Chilean New Public Education: A Critical Interpretation from a Biesta's Theoretical Framework
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  Data: <searchLink fieldCode="AR" term="%22Carmelo+Galioto%22">Carmelo Galioto</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6951-8172">0000-0001-6951-8172</externalLink>)<br /><searchLink fieldCode="AR" term="%22Magdalena+Tobar-Vargas%22">Magdalena Tobar-Vargas</searchLink><br /><searchLink fieldCode="AR" term="%22Manolo+Aranda+Fredes%22">Manolo Aranda Fredes</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Policy+Futures+in+Education%22"><i>Policy Futures in Education</i></searchLink>. 2026 24(3):363-381.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Policy%22">Educational Policy</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Quality%22">Educational Quality</searchLink><br /><searchLink fieldCode="DE" term="%22Public+Education%22">Public Education</searchLink><br /><searchLink fieldCode="DE" term="%22Hermeneutics%22">Hermeneutics</searchLink><br /><searchLink fieldCode="DE" term="%22Values%22">Values</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Environment%22">Educational Environment</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Practices%22">Educational Practices</searchLink><br /><searchLink fieldCode="DE" term="%22Knowledge+Level%22">Knowledge Level</searchLink>
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  Data: 10.1177/14782103251413084
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  Data: This report addresses two key issues in Chilean educational policies: the pursuit of educational quality and the development of a new institutional framework for public education. The central focus of the article is the exploration and critical interpretation of the meanings, purposes, and values of the concept of educational quality at the central level (the Public Education Directorate) of New Public Education. The reconstruction of this approach to educational quality is organized into three dimensions: axiological, ontological, and praxeological, which highlight aspects of educational quality linked to purposes and values, the conception of school, systemic work, and the consideration of knowledge. This allows us to recognize, as a potential, a way of understanding educational quality more comprehensively, rather than linking it to the standardized result evaluation. At the same time, the problematic dimension of a possible dissociation between this more integral notion of quality and its systemic operationalization, which continues to operate in public education, emerges.
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