Abstract

The state of the art on Chilean teacher training is approaching. Through qualitative methodology, the use of the school text is studied, considering its importance in the educational process, the current policy and the regulation of the acquisition process; although also, its commercialization in the state market as private. This type of study is not very advanced in Chile, an issue that is due to the fact that there are definitions that are more normative than transformational, that do not modify the ankylosed paradigms and often linked to didactics as a phenomenon reduced only to the transfer of curricular content. The study throws a non-existent policy on eligibility criteria for school texts, in which the economic over the academic prevails.