{"id":85851,"date":"2000-11-07T00:00:00","date_gmt":"2000-11-07T00:00:00","guid":{"rendered":"https:\/\/www.deberes.net\/tesis\/sin-categoria\/el-paradigma-de-la-educacion-obligatoria-en-chile1810-1997-cuatro-confrontaciones-con-la-realidad\/"},"modified":"2000-11-07T00:00:00","modified_gmt":"2000-11-07T00:00:00","slug":"el-paradigma-de-la-educacion-obligatoria-en-chile1810-1997-cuatro-confrontaciones-con-la-realidad","status":"publish","type":"post","link":"https:\/\/www.deberes.net\/tesis\/historia\/el-paradigma-de-la-educacion-obligatoria-en-chile1810-1997-cuatro-confrontaciones-con-la-realidad\/","title":{"rendered":"El paradigma de la educacion obligatoria en chile(1810-1997). cuatro confrontaciones con la realidad."},"content":{"rendered":"<h2>Tesis doctoral de <strong>  Campos Villalobos Nelson Rene <\/strong><\/h2>\n<p>La tesis realiza un estudio empleando un metodo original de paradigmas basado en el que emplean las ciencias duras. El hilo conductor est\u00e1 en la historia de la educacion obligatoria chilena entre los a\u00f1os 1810 y 1997.  el paradigma formula predicciones sobre el valor que posee la educacion obligatoria de ocho a\u00f1os: inmuniza contra el desempleo, inmuniza contra la pobreza, permite movilidad social y posee cobertura universal sin distincion de genero y promueve el desarrollo humano. Estas predicciones se contrastan en el chile real de los a\u00f1os noventa.  las conclusiones indican que en la actualidad el paradigma no tiene poder para proporcionar inmunidad ni contra el desempleo ni contra la pobreza, que promueve escasa movilidad social, que ha generado desarrollo humano y alcanza cobertura social para ambos sexos, entre los 7 y 14 a\u00f1os de edad.  se realiza un estudio historico que demuestra la obligatoriedad a doce a\u00f1os y aumentar la calidad del sistema, para reducir la desigualdad social en chile.<\/p>\n<p>&nbsp;<\/p>\n<h3>Datos acad\u00e9micos de la tesis doctoral \u00ab<strong>El paradigma de la educacion obligatoria en chile(1810-1997). cuatro confrontaciones con la realidad.<\/strong>\u00ab<\/h3>\n<ul>\n<li><strong>T\u00edtulo de la tesis:<\/strong>\u00a0 El paradigma de la educacion obligatoria en chile(1810-1997). cuatro confrontaciones con la realidad. <\/li>\n<li><strong>Autor:<\/strong>\u00a0  Campos Villalobos Nelson Rene <\/li>\n<li><strong>Universidad:<\/strong>\u00a0 Ram\u00f3n llull<\/li>\n<li><strong>Fecha de lectura de la tesis:<\/strong>\u00a0 11\/07\/2000<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<h3>Direcci\u00f3n y tribunal<\/h3>\n<ul>\n<li><strong>Director de la tesis<\/strong>\n<ul>\n<li>Josep Gallifa Roca<\/li>\n<\/ul>\n<\/li>\n<li><strong>Tribunal<\/strong>\n<ul>\n<li>Presidente del tribunal: octavi Fullat genis <\/li>\n<li>eduard Bonet guino (vocal)<\/li>\n<li>ramon Tarros espulgas (vocal)<\/li>\n<li>  (vocal)<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Tesis doctoral de Campos Villalobos Nelson Rene La tesis realiza un estudio empleando un metodo original de paradigmas basado en [&hellip;]<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"site-sidebar-layout":"default","site-content-layout":"","ast-site-content-layout":"","site-content-style":"default","site-sidebar-style":"default","ast-global-header-display":"","ast-banner-title-visibility":"","ast-main-header-display":"","ast-hfb-above-header-display":"","ast-hfb-below-header-display":"","ast-hfb-mobile-header-display":"","site-post-title":"","ast-breadcrumbs-content":"","ast-featured-img":"","footer-sml-layout":"","theme-transparent-header-meta":"","adv-header-id-meta":"","stick-header-meta":"","header-above-stick-meta":"","header-main-stick-meta":"","header-below-stick-meta":"","astra-migrate-meta-layouts":"default","ast-page-background-enabled":"default","ast-page-background-meta":{"desktop":{"background-color":"var(--ast-global-color-4)","background-image":"","background-repeat":"repeat","background-position":"center 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