Abstract
The educational guidance was installed in the chilean secondary education through a journey not exempt from difficulties, thanks to the concern about the appropriate vocational choice and the integral training of the personality of the students. In the light of official and pedagogical documentation and interviews, this article analyzes the development of this field within the framework of the acute transformations experienced by chilean education in a period that ranges between developmentalist and socialist paradigms, highlighting its difficulties for become an educational innovation with an effective impact on the system.
Keywords:
educational guidance; vocational choice; personality; educational reform