Abstract

This article is a literature review, the focus of analysis is the process of implementing Transversal Fundamental Objectives (OFT), designed and executed educational policy in Chile during the Gobierno de la Concertación in order to promote and enhance student-developing a set of skills, attitudes and values to a graduate profile established from broad consensus in the early 90s. The evaluation of this policy analysis is based on several recent studies, which allow identifying significant difficulties in the implementation process. The main difficulties encountered are related to lack of specific knowledge and skills of teachers and the lack of technical guidance, supervision and feedback from experts into schools. Also it is found that since the Government has not been a clear line budget level, nor have implemented effective evaluation systems with national coverage. This is associated with poor outcomes in various indicators (school violence, bullying, teen pregnancy, drug and alcohol consumption among others), as well as poor visibility and policy relevance of this social level. These results are analyzed in light of the model of Bourdieu’s social reproduction, as well as recent approaches in relation to the “making of individuals” of Araujo and Martuccelli.