<?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>1390-8642</journal-id>
<journal-title><![CDATA[ALTERIDAD.Revista de Educación]]></journal-title>
<abbrev-journal-title><![CDATA[Alteridad]]></abbrev-journal-title>
<issn>1390-8642</issn>
<publisher>
<publisher-name><![CDATA[Universidad Politécnica Salesiana]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1390-86422021000100105</article-id>
<article-id pub-id-type="doi">10.17163/alt.v16n1.2021.08</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[La improcedencia de estandarizar el trabajo docente: Un análisis desde Chile]]></article-title>
<article-title xml:lang="en"><![CDATA[The inadmissibility of standardizing the teaching work: An analysis from Chile]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Oyarzún-Maldonado]]></surname>
<given-names><![CDATA[Cristian]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Soto-González]]></surname>
<given-names><![CDATA[Rodolfo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Chile  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Barcelona  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>España</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2021</year>
</pub-date>
<volume>16</volume>
<numero>1</numero>
<fpage>105</fpage>
<lpage>116</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.senescyt.gob.ec/scielo.php?script=sci_arttext&amp;pid=S1390-86422021000100105&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.senescyt.gob.ec/scielo.php?script=sci_abstract&amp;pid=S1390-86422021000100105&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.senescyt.gob.ec/scielo.php?script=sci_pdf&amp;pid=S1390-86422021000100105&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Cada vez, más países implementan políticas de rendición de cuentas y estandarización como solución a los problemas de equidad y calidad educativa. Este artículo examina la pertinencia de diseñar el trabajo docente con base en diferentes mecanismos de estandarización. Para ello, se utiliza la propuesta de Henry Mintzberg, una teoría de comportamiento organizacional que plantea mecanismos de coordinación referidos a distintas formas de organizar el trabajo según sus características y objetivos. Con este marco teórico se analiza el modelo escolar chileno, que sobresale por el uso de la estandarización para regular procesos y resultados. El análisis confirma la hegemonía de estos mecanismos de estandarización mediante distintos dispositivos evaluativos y prescriptivos de la política escolar, así como también permite afirmar su improcedencia por efecto de diversas externalidades negativas empíricamente sustentadas. A partir de este examen se discute la pertinencia de otros mecanismos de coordinación para el diseño de la política escolar, proponiéndose un modelo que prevalezca en formas regulatorias ligadas con el desarrollo de habilidades situadas, el trabajo colaborativo y la formación en valores socioeducativos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Every day, more countries implement reimbursement and standardization policies as a way to solve problems related to equity and quality education. This article examines the design appropriateness of teaching work, based on different standardization mechanisms. Thus, the Henry Mintzberg proposal is used, an organizational theory behavior that proposes coordination mechanisms regarding different ways of organizing work according to its characteristics and objectives. Using this theoretical framework, the Chilean school model is analyzed, which stands out using standardization to regulate processes and results. The analysis confirms the hegemony of these standardization mechanisms using different evaluative and prescriptive devices of the school policy, as well as allows to affirm their inadmissibility because of diverse empirically supported negative externalities. Emanating of mentioned above, the appropriateness of other coordination mechanisms for the design of school policy is discussed, proposing a model that prevails in regulatory forms linked to the development of situated skills, collaborative work and training in socio-educational values.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Modelo escolar chileno]]></kwd>
<kwd lng="es"><![CDATA[políticas escolares]]></kwd>
<kwd lng="es"><![CDATA[trabajo docente]]></kwd>
<kwd lng="es"><![CDATA[estandarización de procesos]]></kwd>
<kwd lng="es"><![CDATA[estandarización de resultados]]></kwd>
<kwd lng="es"><![CDATA[comportamiento organizacional]]></kwd>
<kwd lng="en"><![CDATA[Chilean school model]]></kwd>
<kwd lng="en"><![CDATA[school policies]]></kwd>
<kwd lng="en"><![CDATA[teaching work]]></kwd>
<kwd lng="en"><![CDATA[standardization of processes]]></kwd>
<kwd lng="en"><![CDATA[standardization of results]]></kwd>
<kwd lng="en"><![CDATA[organizational behavior]]></kwd>
</kwd-group>
</article-meta>
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