Carmelo Galioto
Datos Biográficos
| ID | 1361582 |
|---|---|
| NOMBRE | Carmelo Galioto |
| NOMBRES | Carmelo |
| APELLIDO | Galioto |
| FIRMA | GALIOTO C |
| AFILIACIONES | Pontificia Universidad Católica de Chile |
| ORCID | 0000-0001-6951-8172 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 10 |
| TOTAL DE CITAS | 5 |
| TOTAL COMO AUTOR | 10 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2021 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 1 |
Meanings and problems using the concept of quality in Chilean new public education
This report addresses two key issues in Chilean educational policies: the pursuit of educational quality and the development of a new institutional framework for public education. The central focus of the article is the exploration and critical interpretation of the meanings, purposes, and values of the concept of educational quality at the central level (the Public Education Directorate) of New Public Education. The reconstruction of this approa…
The secular paradox in the “world’s most progressive” constitution
This paper explores the paradox of secularism in Chile’s 2022 constitutional proposal, celebrated as the “world’s most progressive” yet decisively rejected in a national referendum. The drafters sought to secularize Chile’s political institutions by curbing the influence of mainstream religions—above all, Catholicism—while simultaneously granting broad recognition and autonomy to Indigenous worldviews, including their spiritual and ritual dimensi…
Phenomenological Arguments for Teaching about Religions in Public Schools Beyond Civic Purpose
This paper develops the following thesis: teaching about religions in public school holds meaning and value beyond civic purpose, aiming also to educate the existential and spiritual dimensions of students. In developing this thesis, Carmelo Galioto employs a phenomenological approach in considering the place and role of religion in public schools. First, he reconstructs the prevailing liberal arguments regarding the purpose of teaching religion …
Belonging to No One, to Everyone, and for Whom? Learnings from the Disputes about the Public Dimension of Education in Chile's Constitutional Convention
The public dimension of education is a key issue in democratic countries. However, in a time of conspicuous privatisation and pluralism, the value and meaning of the public sphere in education are in dispute with other value preferences. This paper offers a phenomenological account of the discussion that took place in Chile's Constitutional Convention, which represents an interesting case study due to the country's background of extensive privati…
What time does the bell ring? Problems and potentialities in experiences of temporality in school
This paper problematizes the experience of temporality in school education and explores its potentialities, examining the implications for educational justice in and for qualitative research. In a first stage, we develop a pars destruens of how the experience of temporality takes place as a transversal dimension of school activities. Using phenomenological perspective as theoretical and critical lens, we show that the objective of this approach i…
Towards a reform of religious teaching in the Chilean school system
El uso de indicadores de la calidad educativa
Introducción. Las políticas educativas contemporáneas para los sistemas escolares ponen énfasis en la evaluación de la calidad educativa a través de resultados en test estandarizados o sobre la base de indicadores de desempeño. Propósito. Desarrollar una problematización de la operacionalización y estandarización de la noción de calidad de la educación escolar básica y media, tomando como caso de estudio la decisión de la Agencia de la Calidad Ed…
Una perspectiva histórica sobre los usos y significados del concepto de calidad en las políticas escolares chilenas
El propósito del artículo es reconocer el cuadro semántico que se construyó en torno al concepto de calidad en las políticas escolares chilenas entre 1979 y 1984, desarrollando un análisis histórico conceptual desde tres tipos de fuentes: documentos legales; documentos de instituciones del Estado y documentos relativos a la discusión ocurrida sobre el tema en la esfera pública. Mediante el enfoque de la historia conceptual reconocimos tres estrat…
Transformations in the concept of quality at the beginning of the educational privatisation process in Chile
This paper aims to recognise the transformations in the concept of quality as formulated by Chilean educational policies between 1985 and 1990, at the beginning of the educational privatisation process. Using a conceptual history approach allowed us to analyse the meanings attributed to the concept of quality in the design and implementation of two evaluation systems: The Educational Quality Assessment System (SECE, Spanish initials) and the Educ…
Dimensiones epistemológicas en los sistemas de accountability de la calidad educativa
El artículo interroga críticamente las premisas epistemológicas que fundamentan los sistemas de accountability de la calidad educativa. El foco de este ejercicio teórico es la concepción del conocimiento que subyace en los indicadores de la calidad educativa, con la finalidad de discutir sus principios y límites fundamentales. En la primera parte, y tomando como referencia el caso chileno, desarrollamos una descripción general de la accountabilit…
Belonging to No One, to Everyone, and for Whom? Learnings from the Disputes about the Public Dimension of Education in Chile's Constitutional Convention
The public dimension of education is a key issue in democratic countries. However, in a time of conspicuous privatisation and pluralism, the value and meaning of the public sphere in education are in dispute with other value preferences. This paper offers a phenomenological account of the discussion that took place in Chile's Constitutional Convention, which represents an interesting case study due to the country's background of extensive privati…
What time does the bell ring? Problems and potentialities in experiences of temporality in school
This paper problematizes the experience of temporality in school education and explores its potentialities, examining the implications for educational justice in and for qualitative research. In a first stage, we develop a pars destruens of how the experience of temporality takes place as a transversal dimension of school activities. Using phenomenological perspective as theoretical and critical lens, we show that the objective of this approach i…
Transformations in the concept of quality at the beginning of the educational privatisation process in Chile
This paper aims to recognise the transformations in the concept of quality as formulated by Chilean educational policies between 1985 and 1990, at the beginning of the educational privatisation process. Using a conceptual history approach allowed us to analyse the meanings attributed to the concept of quality in the design and implementation of two evaluation systems: The Educational Quality Assessment System (SECE, Spanish initials) and the Educ…
Dimensiones epistemológicas en los sistemas de accountability de la calidad educativa
El artículo interroga críticamente las premisas epistemológicas que fundamentan los sistemas de accountability de la calidad educativa. El foco de este ejercicio teórico es la concepción del conocimiento que subyace en los indicadores de la calidad educativa, con la finalidad de discutir sus principios y límites fundamentales. En la primera parte, y tomando como referencia el caso chileno, desarrollamos una descripción general de la accountabilit…
Una perspectiva histórica sobre los usos y significados del concepto de calidad en las políticas escolares chilenas
El propósito del artículo es reconocer el cuadro semántico que se construyó en torno al concepto de calidad en las políticas escolares chilenas entre 1979 y 1984, desarrollando un análisis histórico conceptual desde tres tipos de fuentes: documentos legales; documentos de instituciones del Estado y documentos relativos a la discusión ocurrida sobre el tema en la esfera pública. Mediante el enfoque de la historia conceptual reconocimos tres estrat…
Transformations in the concept of quality at the beginning of the educational privatisation process in Chile
This paper aims to recognise the transformations in the concept of quality as formulated by Chilean educational policies between 1985 and 1990, at the beginning of the educational privatisation process. Using a conceptual history approach allowed us to analyse the meanings attributed to the concept of quality in the design and implementation of two evaluation systems: The Educational Quality Assessment System (SECE, Spanish initials) and the Educ…
Dimensiones epistemológicas en los sistemas de accountability de la calidad educativa
El artículo interroga críticamente las premisas epistemológicas que fundamentan los sistemas de accountability de la calidad educativa. El foco de este ejercicio teórico es la concepción del conocimiento que subyace en los indicadores de la calidad educativa, con la finalidad de discutir sus principios y límites fundamentales. En la primera parte, y tomando como referencia el caso chileno, desarrollamos una descripción general de la accountabilit…
El uso de indicadores de la calidad educativa
Introducción. Las políticas educativas contemporáneas para los sistemas escolares ponen énfasis en la evaluación de la calidad educativa a través de resultados en test estandarizados o sobre la base de indicadores de desempeño. Propósito. Desarrollar una problematización de la operacionalización y estandarización de la noción de calidad de la educación escolar básica y media, tomando como caso de estudio la decisión de la Agencia de la Calidad Ed…
What time does the bell ring? Problems and potentialities in experiences of temporality in school
This paper problematizes the experience of temporality in school education and explores its potentialities, examining the implications for educational justice in and for qualitative research. In a first stage, we develop a pars destruens of how the experience of temporality takes place as a transversal dimension of school activities. Using phenomenological perspective as theoretical and critical lens, we show that the objective of this approach i…
Towards a reform of religious teaching in the Chilean school system
Belonging to No One, to Everyone, and for Whom? Learnings from the Disputes about the Public Dimension of Education in Chile's Constitutional Convention
The public dimension of education is a key issue in democratic countries. However, in a time of conspicuous privatisation and pluralism, the value and meaning of the public sphere in education are in dispute with other value preferences. This paper offers a phenomenological account of the discussion that took place in Chile's Constitutional Convention, which represents an interesting case study due to the country's background of extensive privati…
Phenomenological Arguments for Teaching about Religions in Public Schools Beyond Civic Purpose
This paper develops the following thesis: teaching about religions in public school holds meaning and value beyond civic purpose, aiming also to educate the existential and spiritual dimensions of students. In developing this thesis, Carmelo Galioto employs a phenomenological approach in considering the place and role of religion in public schools. First, he reconstructs the prevailing liberal arguments regarding the purpose of teaching religion …
Meanings and problems using the concept of quality in Chilean new public education
This report addresses two key issues in Chilean educational policies: the pursuit of educational quality and the development of a new institutional framework for public education. The central focus of the article is the exploration and critical interpretation of the meanings, purposes, and values of the concept of educational quality at the central level (the Public Education Directorate) of New Public Education. The reconstruction of this approa…
The secular paradox in the “world’s most progressive” constitution
This paper explores the paradox of secularism in Chile’s 2022 constitutional proposal, celebrated as the “world’s most progressive” yet decisively rejected in a national referendum. The drafters sought to secularize Chile’s political institutions by curbing the influence of mainstream religions—above all, Catholicism—while simultaneously granting broad recognition and autonomy to Indigenous worldviews, including their spiritual and ritual dimensi…
Philosophy (6 obras) · Education and Teacher Training (5 obras) · Political science (5 obras) · Sociology (5 obras) · Epistemology (4 obras) · Law (4 obras) · Philosophy (4 obras) · Humanities (3 obras) · Law (3 obras) · Religion and Society Interactions (3 obras)