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Daniel Martinez Connell .- This September 11, while the morbidity of the world media will go to New York and the White House, in Chile a silent majority increasingly look to its heart and history to remember another anniversary of the coup , 38 to be exact.

On one occasion, after one of her electoral defeats, Dr. Salvador Aliened reiterated its decision to continue competing and said something sarcastic, “When I die, I put on my tombstone: Here lies Salvador Aliened, candidate for President ”. These days, amid a large familiar discretion, the former president was buried for the third time and I hope his bone-borne and brought by the Chilean geography-end to rest in peace, whatever the headstone to be put.

Also in these very days, before the commemoration, entered with a strong pace to La Moneta a group of student leaders who were born after the death of Aliened, but have acted with varying degrees of clarity, raising demands on education anyone from work can be found in the program of the Undead Popular.

Why so much sacrifices if they give us does not meet my expectations?

By international standards, Chile has high rates of quantitative and qualitative education, and has greater expectations of schooling than other similar countries. Why then, despite these advances, education has become a major source of discomfort?

An interesting sign is that the statistics of 1973 show that education was beginning its transformation from a minority to a mass. However, despite the marked popular interest government attended high school only half or less of teens

today, almost four decades, bad or get them all. The phenomenon of mass participation of those years also went to school and education is dressed people. At that time the basic approach was to educate the whole society and, through him, to begin a transformation in two decades would satisfy a progressive set of expectations.

Few thought at the time the prestige of being professional in a career high income could give. Education was understood as a right of all to the benefit of a nation remade itself.

The coup of September 11, 1973 wiped out those hopes, high-speed printed to Education a market mentality, climber and filled the elite discourse of concepts such as efficiency, quality, efficiency, high quantity, and so on. All of them according to the model imposed by the Pinochet dictatorship and neoliberal advisors. Education went from being a right to become a high commodity price.

The timid reforms introduced four Concertación governments were clearly inadequate and the model retained its privatization and elitist character. Even so it came to education and becoming a mass phenomenon and deficits of poverty and marginalization of inheritance left by the dictatorship were compounded by the frustration of generations that had been growing. Hence the return of democracy a clear way out of that frustration generational and class outside the classroom found in satisfaction with social expectations.

The student uprising that came during the incubation of the Coalition explains, among other things, because more and more families and students that would not be found or that university education which would satisfy their job prospects and social return. Whether because it was received as a non-corresponded to expectations, either because the “quality” of the training did not ensure realization of the aspirations and incubated parents and students felt cheated.

The so called return of democracy certainly covered the most important, but education was not a priority at many factors leading to social unrest among the citizenry, have moved toward the quality of education. So the new generations focused on school and university, the underlying cause of their disappointment and their parents. The quality of education thus became a catalyst for many ailments.

While studying mate I’ll always be poor.

Highlights in this catalog of injustices and grievances that the model reproduces the elitist class education in Chilean society. The students all go to school, it is true, but everyone in the neighborhood, social class, the circle in which “found.” Do you live in uptown? For their studying with those around you. Do you live in a city slum? Well we’re going to give education, but where you belong, where your parents survive in poverty.

If somewhere is expressed in all its harshness classism and elitism of Chilean society is called municipal education. Those who cannot pay have to accept in exchange for free near the relegation education to their status. If parents can gather some money and go to schools with shared financing and, obviously, those with high incomes paid study at private schools but receive state subsidies.

The national university system is nothing more than playing high injustices and frustrations mentioned where not only equality but missing where they were historically excluded are sent back to form at the end of the row.

Richard Carrillo, educational director of the National School Climate in New York, USA, gave a lecture and conducted a workshop in the Faculty of Education, invited Byte School of Education Differential and sponsored by the Embassy United States to Chile.

The meeting, entitled “School Climate: learning to survive in diversity”, was opened byte dean (I) FACED, Rafael Sarmiento, who praised the possibility of having the presence of Professor Carrillo, highlighting the importance it is for the teacher training faculty on the principle of integrating diversity in all its manifestations.

The keynote of the day was by Professor Carrillo, who discussed strategies for creating classrooms fair, equitable and inclusive and conversed with those present about their experience of over twenty years teaching facilities primary and secondary education U.S. and Peru.

Subsequently, workshops were held, where attendees could discuss with the U.S. expert on addressing school violence, a subject on which Professor Carrillo has extensive experience as throughout his career he has led numerous educational programs and worked on two subcommittees charged with creating standards for the law against bullying, enacted in the state of New Jersey, USA, in 2010.

The activity was held in the framework of dialogues with experts organized by the VRIFondef Project ”Implementation of Model Evaluation and Counseling ’Inclusive’” and with the participation of community coordinators of school integration projects, representatives of groups and educational foundations, academics and students from the School of Education Differential.