Entre la mejora y el control: redes y colaboración horizontal en escuelas públicas chilenas
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Objetivo: Analizar cómo se configura la colaboración horizontal como red interna de aprendizaje en escuelas públicas sometidas a alta rendición de cuentas, y su relación con la apropiación de experiencias pedagógicas. Métodos y materiales: Estudio cualitativo de casos múltiples en diez escuelas participantes de un programa de acompañamiento, con entrevistas, documentos institucionales, registros de implementación y grupo focal, analizados mediante análisis temático y contraste intra e intercaso. Resultados y discusión: En escuelas exitosas, la dirección y la UTP protegen tiempos pedagógicos, mantienen artefactos compartidos y utilizan evidencias de aprendizaje para articular la cadena diagnóstico–tarea–evaluación–reenseñanza; en escuelas desafiantes, las reuniones se centran en indicadores y reportes, y la experiencia se inserta como actividad adicional con baja retroalimentación de la enseñanza. Conclusiones: La mejora depende de la gramática organizacional que vuelve productiva la colaboración, más que de la existencia formal de instancias colegiadas.
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