Tensiones y encuentros entre las Bases Curriculares y las políticas de desarrollo profesional docente en Chile

The article analyzes the coherence between the curricular bases, the framework for good teaching and the teaching professional development policy generating reflection to identify feasible elements to be incorporated into the design of curricular policies, especially in the present scenario of curricular update in Chile. In this regard, a qualitative investigation was carried out with a hermeneutical design for the interpretation of curricular and political documents. The analysis was performed by the theory based on the use of Atlas.ti (version 23). The results identified two central dimensions, integral development and professional development, which highlight the importance between professional autonomy, collaborative work and curricular flexibility, with tensions of the development of this educational policy. Concluding that a complex relationship is revealed between curricular bases and professional teaching development policies, which must be aligned to promote quality education strengthened with its innovative and contextualized implementation.