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espanolEn las ultimas decadas, en Chile, las politicas educativas han estado vinculadas al sistema economico neoliberal, por lo que las racionalidades gerenciales han permeado las dinamicas y relaciones que tienen lugar en las escuelas. De igual manera, la formacion de los docentes se ha desarrollado bajo una logica racionalista que le atribuye roles que no contemplan todas aquellas dimensiones o aspectos necesarios para su desempeno en el aula. Estas situaciones han afectado las dinamicas e interacciones que ocurren en las escuelas y han ocasionado una desprofesionalizacion de los docentes. Este articulo tiene como objetivo reflexionar sobre las tensiones que se evidencian en el sistema educativo chileno y en la formacion docente bajo el alero del neoliberalismo. Para ello, se selecciona y analiza informacion de revistas cientificas y libros que consideran las contradicciones de la educacion bajo los postulados posfordistas y su relacion con la formacion y la evaluacion docente, considerada esta ultima como principal mecanismo de ascenso en el desarrollo profesional docente. Las conclusiones de este analisis develan la relevancia que tiene la educacion como ente emancipador, y la importancia de los aspectos socioemocionales y del paradigma del profesor en la construccion de las reformas educativas, en especial de aquellas directamente vinculadas a los docentes. EnglishIn recent decades, in Chile, educational policies have been linked to the neoliberal economic system, which is why management rationalities have permeated the dynamics and relationships that take place in schools. Similarly, the training of teachers has been developed under a rationalist logic, attributing to teachers roles that do not include all those dimensions or aspects necessary for their performance in the classroom. These situations have affected the dynamics and interactions that occur in schools and have caused a de-professionalization of teachers. The purpose of this article is to reflect on the tensions that are evident in the Chilean educational system and teacher training under the banner of neoliberalism. For this purpose, information is selected and analyzed from scientific journals and books that consider the contradictions of education under the post-Fordist postulates and their relationship with teacher training and evaluation, considered the latter as the main mechanism of promotion in teacher professional development. The conclusions of this analysis reveal the relevance of education as an emancipating entity, and the importance of socio-emotional aspects and the paradigm of the teacher in the construction of educational reforms, especially those directly linked to teachers.

Formación y evaluación docente bajo el alero del neoliberalismo: el caso chileno