ABSTRACT
The architecture of the Chilean Education Policy (1990-2014) is analyzed in the National Curriculum Framework and in the National Curriculum Bases, considering the epistemological ability of its metaphors, used as research devices. It is postulated that the assembly of subsidiarity, demand subsidies and technical curriculum induces the validity of technical rationality. Documentary research and one hermeneutic technique, highlights the persistence of technical rationality which opened in 1965 reform, strengthened during the dictatorship and perfected by the Concertacion governments, causing an adjustment effect of school order to the neoliberal order. The magnitude of educational inequality requires educational policy guarantees the right to education.
KEYWORDS
Chilean educative policy; Chilean curriculum policy; technical curriculum; right to education