The massive fragmentation of knowledge that exists in the current field of physical education enables us to research pedagogical and disciplinary aspects in the educational processes of teachers in training, as this has significant implications for future educational practices. This study proposes to assess the dimensions of knowledge (conceptual, procedural and attitudinal) that stem from the learnings that emerge in physical education teacher training in terms of the disciplinary standards proposed by the Chilean Education Ministry for the Preservice Teacher Education. The study methodology was descriptive and inferential, and the cohort was cross-sectional. A total of 750 fourth- and fifth-year students in training from 13 Chilean universities participated. Of these, 619 subjects were considered: 54.6% (338) men and 45.4% (281) women between the ages of 21 and 25. The questionnaire used for data collection was the “Questionnaire on Conceptual, Procedural and Attitudinal Learning in Preservice Teacher Education in Physical Education” (CACPA-FIDEF), prepared as part of Fondecyt project No. 11190537. The main results indicate that there are no statistically significant differences in the three dimensions in terms of students’ sex and type of schooling, with p values > 0.05. In conclusion, the study observed a weak conceptual management of the discipline in future teachers, revealing once again the need to seek out didactic alternatives that enable teachers in training to understand the importance of the conceptual dimension in their learning and teaching processes.

The levels of adherence to results in the implementation of public policies within educational communities can vary greatly depending on several factors: program coverage, funding level, the level of understanding of program goals, the duration of implementation, and the dissemination of results. In today’s digital society, the most relevant factor is precisely the communication of results, even when the way in which these are reached is overlooked. As a result, non-causal, high-impact relationships are installed in the collective consciousness. This article presents the results of a study that aims to measure the level of impact of the implementation of a public policy developed over two years in educational establishments in the Los Ríos Region of Chile, and it looks into the level of adherence to results three years after its implementation. The results explain that the differentiating factor is the type of dissemination of results, in direct correlation to the digital media used and the digital culture of the establishment, which allows to previously project the conditions of possibility for a type of adherence, even though we need larger scale measurements to determine with certainty this point of causality.

This article offers the results of a bibliographical research generated with the intention of offering a methodological proposal based on the epistemological perspective underlying the Political Discourse Analysis, whose origin is found in the work of Laclau and other authors. For this purpose, an exhaustive review of the conceptualisations surrounding Discourse, Hegemony and Politics is made in order to, subsequently, present in detail the possibilities offered by Political Discourse Analysis as a tool for social analysis. Finally, based on the authors reviewed, a proposal of methodological steps to develop Political Discourse Analysis applied to focused social phenomena is presented. It is concluded that Political Discourse Analysis as a perspective of analysis is fully valid for both large and small phenomena, and that the proposed methodology can be dynamically adapted to each of the requirements presented.

The presence of the Catholic Church in the history of Chilean education has been permanent since its origins, experiencing in recent years a complexization of the Church-Education relationship, by interpreting that the School is an extension of the Church in its pastoral work. To clarify this relationship, we will develop a study on religion, church and school, analyzing the generation of educational models from the history of Christianity, the way in which the agents of various churches in the official system develop education. Finally we offer a brief list of the main conflicts in the history of Chile in the relationship between churches within Education.

El presente artículo explora críticamente el proceso de acreditación de las carreras de pedagogía en Chile, analizando específicamente las limitaciones y obstáculos para la inclusión educativa y la interculturalidad en la Formación Inicial Docente (FID). Se plantea que existe una notable brecha entre la política educativa y las prácticas reales en las aulas, influenciada por una estructura normativa rígida que impide abordar adecuadamente la diversidad cultural y territorial. Los resultados indican que los procesos de acreditación privilegian criterios técnicos estandarizados en desmedro de aspectos fundamentales como la inclusión y la interculturalidad, afectando principalmente a las universidades regionales y los grupos estudiantiles más vulnerables.