TEACHERS IN DICTATORSHIP AND DEMOCRACY: BIOGRAPHICAL PERSPECTIVE OF TEACHERS AT THE END OF A PROFESSIONAL CAREER

ABSTRACT This paper analyzes the professional trajectories of five teachers at two important moments in the history of Chile: dictatorship and the return to democracy. We rely on the biographical method in order to understand, from the voices of the leading figures, their significant experiences. These were analyzed according to the Grounded Theory precepts. The results describe a career path marked by fear and distrust. We conclude that the last years of work reveal discouragement with the educational changes that structure the loss of autonomy and collaboration. The teachers analyze the permanent search for standardized results and experience a deep disappointment with the democratic regime installed at the end of the Pinochet dictatorship. We assume that these aspects organize the identity of the teacher at the end of the career and also encourage a form of suffering.

【摘要】本研究聚焦智利历史上两个关键节点——独裁统治时期与民主回归阶段，对五位教师的职业发展轨迹展开分析。本研究采用传记研究法，通过受访教师的自述视角，探究其关键职业经历；分析过程严格遵循扎根理论（Grounded Theory）的研究范式。
研究结果显示，受访教师的职业道路始终笼罩着恐惧与不信任的阴影。研究结论表明，在职业生涯的最后阶段，教师们对导致自主权流失与协作纽带断裂的教育改革倍感沮丧；他们指出教育领域始终追求标准化成果，且对皮诺切特独裁统治终结后确立的民主体制深感失望。本研究认为，上述因素不仅塑造了教师职业生涯末期的身份认同，同时也催生了特定形式的职业精神苦楚。