Reconfiguración reciente de la interfaz de relación entre investigación educacional y política educativa en Chile (2000-2010)

Since the mid-2000s educational research in Chile has experienced significant growth. One of the key factors behind this transformation is the design and implementation of science policy instruments aimed at promoting the production and use of knowledge in education. These instruments have sought to configure a science-policy interface that articulates the relationship between educational research and public policy. Based on a documentary analysis of four educational research strengthening programs implemented during that period, this article examines how these initiatives have attempted to shape the links between scientific knowledge, policy decisions, and the education system. The findings show that the implicit conceptions embedded in these instruments promote an interface characterized by collaboration between researchers and policymakers, shared public policy goals, and an expectation of instrumental use of research-based evidence to address the priority problems on the educational policy agenda.