Educational Policy and Teacher Subjectivity in Chile´s Program for Assistance and Effective Access to Higher Education (PACE)

Abstract

This aim of this study is to understand how high school counselors (also referred to as head teachers) interpret educational policies in Chile, specifically through analysis and execution of PACE (Program for Assistance and Effective Access to Higher Education),  an affirmative action program that provides low-income students the possibility to continue their college education. Counselor subjectivity was highlighted as the basis to understanding how they help design, implement and assess educational policies and their participation in executing the  PACE program. The qualitative approach for this analysis was based on a case study that was developed, in-depth interviews and a focus group to collect data. Results show that the PACE program reflects educational policy that focuses on specific stakeholders within the educational community, seeking to subsidize social rights without altering the structure of the educational system. The program is also characterized by the low level of involvement of the counselors despite the pivotal role they carry out in the student´s journey through high school to college.