Abstract
This essay presents an argumentative line around the analysis of incentive policies joining the FID in Chile. It is structured based on two reflective dimensions: a) Construction of alternate subjects in incentive strategies, a section oriented to reflect on the distinction of classes of students that underlie the strategies arranged for admission to pedagogy; and b) Quality as a foundational epithet in market Education, which seeks to insist on the analysis, incorporating the conception of quality as a relevant dimension and upstart construction in educational policy. This essay’s conclusion points out that the implementation of strategies responds in a disjointed way to contextual and professional needs, relegating legitimate demands from local educational contexts.
Incentive Policy; Education; Initial Teacher Training; Pedagogy; State