Analysis of the status of the preferential school subsidy policy

Abstract

The Law of Preferential School Subsidy arose in response to the educational crisis of the neoliberal reforms initiated in the 1980s, which has resulted in the poorest sectors of the population reaching levels of knowledge and skills insufficient for their integral and critical development. The objective of the article is to reflect on the law of preferential school subsidy as a relational educational policy and to question the view of accountability. Regarding methodological procedures, the socio-critical paradigm and bibliographic review were used. The final reflections allude to the challenges of Chilean educational policies through schools to build an educational community, eradicating from their constructs the exclusive focus on guaranteeing school coverage, and this as an accountability policy; causing the policy to ignore students ‘agency through the stigmatization as “priority” or “preferred”, eliminating the politicization of the subjects.