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El proceso de democratización social en curso ha implicado una progresiva revisión de las formas en que se ejerce la autoridad dentro del escenario educativo chileno. El siguiente trabajo representa un intento por abordar teórica y empíricamente las formas de configuración de la autoridad pedagógica actual, los elementos de continuidad y cambio verificados en su ejercicio y las nuevas legitimidades que permiten su emergencia. Para esto se realizó un estudio de caso basado en entrevistas en profundidad aplicadas a 20 estudiantes de dos instituciones educativas vulnerables ubicadas en Santiago.Palabras clave: autoridad pedagógica, crisis de la autoridad, declive institucional, obediencia voluntaria, legitimidadThe pedagogical authority desinvested and the reconfiguration of their instituting legitimacyThe process of social democratization process has involved an ongoing review of the ways in which authority within the Chilean educational scenario is exercised. The following paper represents an attempt to address theoretical and empirical ways of setting the current pedagogical authority, the elements of continuity and change verified in practice and the new legitimacy that allowed   his emergency. For this, was performed a case study based on in-depth interviews with 20 students from two vulnerable educational institutions located in Santiago.Keyword: pedagogical authority, crisis of authority, institutional decline, willing obedience, legitimacy     

La autoridad pedagógica desinvestida y la reconfiguración de sus legitimidades instituyentes