摘要：Public education policies in recent years have been strongly criticized by neoliberal sectors under arguments of efficiency, quality measurement and performance incentives-penalties. This has led to the emergence of important tensions between the legislative version of education design and the local version of schools. In this study we analyse the law 21 040 that Creates Chile's New Public Education System, which promises to reverse neoliberal education policies where these tensions are explicitly evident. Under a qualitative case study, from the Actor-Network Theory, we report on the process of implementation of this law, describing the different legislative and local versions that constitute it daily. Finally, we offer some suggestions to improve the new public education system based on the local evidence of this process.
