BUILDING A CULTURE OF EXCELLENCE IN A PUBLIC HIGH SCHOOL

Abstract

“Liceos Bicentenario” is a Chilean public policy aimed at improving learning opportunities for low- and middle-income students. Participating schools receive extra funding and implement pedagogical practices oriented by goals and standards. Based on the notion of school culture, with an exploratory qualitative approach, we analyze the experience of this policy in a public high school, interviewing principals, teachers, students and families about excellence and the practices that make it possible. The results show that the actors understand it as the result of a collective effort for better future educational opportunities but disagree about the social legitimacy of the strategy and instruments used.  In addition, it was found that the program is sensitive to political cycles, affecting its viability and rooting in school communities. It is concluded that, although these schools are distinguished by their practices and results, at the heart of the change is the controversy over the meanings of politics.