<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0120-3916</journal-id>
<journal-title><![CDATA[Revista Colombiana de Educación]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. colomb. educ.]]></abbrev-journal-title>
<issn>0120-3916</issn>
<publisher>
<publisher-name><![CDATA[Universidad Pedagógica Nacional de Colombia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0120-39162023000300126</article-id>
<article-id pub-id-type="doi">10.17227/rce.num89-14198</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Iniciativas transformadoras en escuelas vulnerables: notas para la nueva gestión pública]]></article-title>
<article-title xml:lang="en"><![CDATA[Transformative Initiatives in Vulnerable Schools: Notes for the New Public Management]]></article-title>
<article-title xml:lang="pt"><![CDATA[Iniciativas transformadoras em escolas vulneráveis: notas para a nova gestão pública]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Fardella]]></surname>
<given-names><![CDATA[Carla]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Baleriola]]></surname>
<given-names><![CDATA[Enrique]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Valdés]]></surname>
<given-names><![CDATA[René]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Jiménez]]></surname>
<given-names><![CDATA[Felipe]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Andrés Bello  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universitat Oberta de Catalunya  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>España</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Andrés Bello  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidad de Las Américas  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2023</year>
</pub-date>
<numero>89</numero>
<fpage>126</fpage>
<lpage>147</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0120-39162023000300126&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0120-39162023000300126&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0120-39162023000300126&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El sistema educativo chileno destaca por la instalación temprana del sistema de Nueva Gestión Pública (NGP), el cual enfatiza en la rendición de cuentas por parte de las escuelas y en el rendimiento académico de los estudiantes, apoyándose en estrictos regímenes de evaluación y monitoreo. Este modelo desincentiva la autonomía de las escuelas e infravalora los desafíos de la educación como la equidad social y la atención a las comunidades vulnerables. El objetivo de este artículo de investigación es explorar, de manera específica y contextualizada, iniciativas transformadoras de escuelas vulnerables en el contexto de la nueva gestión pública (NGR) en Chile. Los resultados obtenidos en 8 etnografías educativas muestran que, a pesar del escaso margen de autonomía permitido por las políticas públicas, las escuelas investigadas desarrollan iniciativas autónomas para abordar las demandas de su comunidad. De acuerdo al análisis de los datos, estas iniciativas se orientan por tres lógicas: reconocimiento de los actores escolares, redistribución del poder y reciprocidad entre sus miembros, logrando transformar de múltiples modos los límites organizativos que les establece la NGR. Finalmente, en las discusiones mostramos cómo las demandas y las necesidades propias de una comunidad movilizan y empoderan a los actores educativos a desarrollar iniciativas transformadoras.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The Chilean educational system stands out for the early implementation of the New Public Management System (NRM), which emphasizes accountability by schools and the academic performance of students, relying on strict evaluation and monitoring regimes. This model discourages the school autonomy and underestimates the challenges of education such as social equity and the care of vulnerable communities. The objective of this article is to explore , in a specific and contextualized way, the transformative initiatives of vulnerable schools in the context of the New Public Management (NRM) in Chile. The results obtained from eight educational ethnographies show that, despite the limited margin of autonomy allowed by public policies, vulnerable schools manage to execute their own initiatives to address the demands of their community. According to the analysis of the data, these initiatives are guided by three logics: recognition of school actors, redistribution of power and reciprocity among its members, achieving multiple o transformations of the organizational limits established by the \RM. Finally, in the discussions, we show how the demands and needs of a community mobilize and empower its members to develop transformative initiatives.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O sistema educacional chileno se destaca pela instalação precoce do Novo Sistema de Gestão Pública (NGR), o qual enfatiza na rendição de contas das escolas e o desempenho acadêmico dos alunos, contando com rígidos regimes de avaliação e monitoramento. Esse modelo desestimula a autonomia das escolas e subestima os desafios da educação, como a equidade social e o atendimento às comunidades vulneráveis. O objetivo deste artigo é compreender, de forma específica e contextualizada, as iniciativas transformadoras de escolas vulneráveis no contexto da nova gestão pública (NGR) no Chile. Os resultados obtidos em oito etnografias educativas mostram que, apesar da margem limitada de autonomia permitida pelas políticas públicas, as escolas vulneráveis conseguem desenvolver suas próprias iniciativas para atender às demandas de sua comunidade. Baseada na análise de dados, estas iniciativas são orientadas a partir de três lógicas: reconhecimento dos atores escolares, redistribuição de poder e reciprocidade entre seus membros, conseguindo transformar de múltiplas formas os limites organizacionais estabelecidos pelo \GR. Por fim, nas discussões mostramos como as demandas e necessidades de uma comunidade mobilizam e empoderam seus membros para desenvolver iniciativas transformadoras.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[enseñanza pública]]></kwd>
<kwd lng="es"><![CDATA[neoliberalismo]]></kwd>
<kwd lng="es"><![CDATA[innovación educativa]]></kwd>
<kwd lng="es"><![CDATA[autonomía educativa]]></kwd>
<kwd lng="es"><![CDATA[Chile]]></kwd>
<kwd lng="en"><![CDATA[public education]]></kwd>
<kwd lng="en"><![CDATA[neoliberalism]]></kwd>
<kwd lng="en"><![CDATA[educational innovation]]></kwd>
<kwd lng="en"><![CDATA[educational autonomy]]></kwd>
<kwd lng="en"><![CDATA[Chile]]></kwd>
<kwd lng="pt"><![CDATA[escola pública]]></kwd>
<kwd lng="pt"><![CDATA[neoliberalismo]]></kwd>
<kwd lng="pt"><![CDATA[inovação]]></kwd>
<kwd lng="pt"><![CDATA[autonomia escolar, Chile]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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