Abstract

Since the dictatorship, Chilean educational administration has been guided by the neoliberal logic of the new public management, managed by instruments such as the teacher evaluation system. This paper gathers 11 interviews with teachers about their experience in high stake testing processes of their performance. The results show tensions between the vision and objectives of the teacher evaluation policy and the perspective from the experience of the teachers themselves, mainly regarding the objectives and scope of the evaluation process, as well as the ways of carrying it out. At the same time, practices of resistance to the competitive and individualistic Logic that operates in the current evaluation system are highlighted, towards collaborative and locally contextualized practices.