ABSTRACT
This paper addressed the challenge of using a sociological analytical framework for the study of educational improvement. The analytical logic of Margaret Archer’s morphogenetic theory was considered to study the processes developed by a group of Chilean schools, within the context of the implementation of an educational policy. The case study methodology was used for this investigation and this article presents one of the case studies. The morphogenetic analysis allowed to identify the multiple constraints to the agents involved with the school, from the components of the social and cultural structure. The visibility of these aspects, and the interrelation that they have with each other, help to understand the absence of positive transformations in this case.
KEYWORDS:
school improvement; sociological theory; educational policy; morphogenetic theory; Margaret Archer