BICENTENNIAL SCHOOLS PROJECT IN CHILE. A CASE STUDY IN THE MAULE REGION EL PROYECTO DE LICEOS BICENTENARIO EN CHILE: UN ESTUDIO DE CASO EN LA REGIÓN DEL MAULE

Bicentennial Schools are a group of educational establishments that surge as a project in 2011 whose objective was to provide answers to the ailing secondary education in the country that follows the model of emblematic schools which selected honour students to get academic achievements. However, that same year, the protest movement of undergraduate university students of would start to form a new educational, politic and social scene that would insistently demand change in the system. Pushing forward a new free of charge, secular and public education. From a case study, we will present this transformational phenomenon


INTRODUCTION
In the last decade, the Chilean educational system has gone through fast changes trying to improve educational equity and quality. Non the less, these changes have been unable to provide effective answers to the secondary school level, despite the economic help through educational reforms that these establishments have received. Furthermore, it has been encountered that the secondary education, more than any other level of education is under pressure trying to match principles that oppose. It intends to be meritocratic and compensatory, ultimate and preparatory, socialized and selective, sensitive to the interests of youngsters and aligned with social demands (Bellei C. et al., 2020).

In this context the project called
Bicentennial Schools for Chile will be created during the first elected period of the president Sebastian Piñera. The 2010 initial project intended that a group of 60 educational establishments nation-wide become or restructure to high-rank schools, following a quality educational model of emblematic schools located in the capital city.
Examining the origins and foundations of the Bicentennial Schools Project, we can find that among its principles it is declared that these establishments were made for the poor not the rich. As a second principle it is stated that they are destined to restore the "all-time greatest Chilean school". The third principle stated that all this would follow a local, rich and traditional educational model hand in hand with successful and modern projects (Leiva, 2012a).

Secondary School Crisis in XXl Century Chile
Our country has moved forward in preschool and primary school level in terms of coverage. Since 2003, secondary school education is mandatory.
However, the quality of this requirement and its correlation with quality results it is being discussed. From the educational politics field, the last in-depth reflection and reform process about Secondary school level education was made in the mid 90', a quarter of a century ago (Bellei C. et al., 2020). has a great number of schools but of low quality (Bellei C. et al., 2020). What has been mentioned before can be systemized, schematically, by a set of referred topics to the national debate: • The questioning of the quality of formative processes as other areas are being overlooked in the public system.

•
The review of the voucher system that took place in the context of municipalisation and the expansion of the holders (propriety problem). • N 2 2 5 6 -1 5 3 6 · 9 7 · education that materialized in 2011 because of the second students' movement this time leaded by university students.
The most highlighted fact in the educational politics field in Chile during this century so far came from the Secondary School level students (Bellei & Cabalín, 2013 although there was a partial exception in the law for some emblematic schools. (Bellei C. et al., 2020).

BICENTENNIAL SCHOOLS PROJECT
The Bicentennial Schools Project has been a policy without precedents in the history of expansion of this type of schools Chile. This The creation of the Bicentennial Schools was the first measure that intended, through public politics, to provide answers to a set of demands to a particular deficit in the schooling system.
Towards 2007 a 57% of Chilean students that were going through Secondary school level in a private school increased to a 67% in 2017. One of the many consequences of the institutionalized marketing design that enable this privatization is the high social segregation in Chilean schools that rank among the highest level of segregation in the world (Valenzuela et al., 2013). It has also been a recurrent slogan for politic campaigns that are quickly forgotten after election day (Bellei C. et el., 2020). As a result of all things mentioned before the perception the country had of public education has been slowly damaged, especially, concerning the educational quality schools could offer that produce a negative impact in enrolments. Like so, most Chilean families, especially middle and high class, have lost the trust that public establishments can offer quality learning opportunities in a healthy environment for their children. Therefore, they enrol mostly in private or subside-private schools. This has provoked a decrease in enrolments in the public sector so recovering the trust of society in a just and good public education was the primary objective for the success of the Bicentennial Project.
Consequently, criticism to the project in academic terms increases. Thesis concerning the "Peer Effect" are created which is understood as the positive influence that an honour student has over the ones with learning difficulties. So, as the Bicentennial Project aim to get the best students out of primary schools to another, this would trigger a "talent leak" with negative consequences for the classmates that remained in the original schools. It has also been said that due to the Peer Effect a more segmented schooling system in academic and socioeconomic terms can produce fewer added results than a more integrative system (Hsieh & Urquiola, 2003).
That is how Leiva (2012b) defended the idea that if today students learn 30% in their schools, we want them to learn an 80% in the new schools and for them to achieve similar academic achievements compared to the best funded private schools. The classroom of Bicentennial classes will be an incubator for social equality.
As of now, the elite schools will be for the poor.
In the first stage of the project this goal would · 9 9 · has been passed) will be able to initiate their admission processes, according to the jurisdictional gradually referred in previous clauses and corresponding to the following percentages (MINEDUC, 2015, p. 52).
Followed by: Said educational establishments could admit students carrying out their admission tests as followed: (i) The first year to the 85% of their vacancies; (ii) The second year to the 70% of their vacancies; (iii) The third year for the 50% of their vacancies; (iv) The fourth year to the 30% of their vacancies; (v) The fifth year, admission tests cannot be Schools have been created throughout the country accounting for 300 added to this project.

Approach and Design
It can be established from a quality perspective (Pérez Serrano, 2004) that research cannot be attained without values as the in-depth study of reality mainly needs the understanding of the individual that is "an interactive and communicative individual that shares meaning" (p.8). Therefore, the research design, its results and discussions are deeply linked to a concrete educational scene that contributes also to understand, analyse and to take action towards these findings (Ricoy, 2005). We turn to a case study of methodical design (Stake, 1999). The fundamental ground to begin the study of a case is that possesses meaning and relevance in itself as "The case is something specific, something complex, in function" (Stake, 1999, p.16) it requires a deep work to be understood and unveiled. The observation unit, a Bicentennial School of Excellency, was chosen by its uniqueness as it shows differentiating features from other ongoing projects. Following · 1 0 0 · the recommendations of Stake (1999) to select this case a few characteristics were presented: • It was the first municipal school from the district of Linares to enter the Bicentennial Project in 2011.
• It shows outstanding results in external tests like SIMCE and PSU, which has led to make it an autonomous school and of academic excellence.
• It possesses a nationally well-known prestige which has drawn the interest higher education research institutions.
It has been distinguished from 12 public schools with sustained improvement achievements in the last years (Bellei, Contreras, Valenzuela & Vanni, 2020, p. 14) improvements. 9 in-depth interviews were performed in the following way:

CHARACTERISTICS OF THE CASE STUDY
• 6 interviews to current Administrative Staff members (individually and following the same interview guidelines) • 1 interview the Head Mistress (individually and with a single script) • 1 interview to a former Administrative Staff (individually and with a single script) • 1 interview c) Discussion group: one of the main characteristics is that it cannot be used to validate or contrast information, but to reveal · 1 0 1 · new evidences. The purpose therefore was the controlled production of a discourse inside a discussion group targeted to Head of Departments and guided by the main investigator.
The characteristics of the discussion group is the following: Also, the teachers at the schools showed some levels of resistance by saying that no one asked them if they wanted to subscribe to the Bicentennial model.
Suddenly it was said that our school will become Bicentennial of Excellency.
That frighten many people. Teachers thought that some will stay in the school while others would be transferred. There I think the concern for the social and emotional aspects of the staff members, of the students, helps to generate a good work environment (Administrative

Staff member 4)
The mobilization of teachers towards the improvement of the institutional project is key   · 1 0 9 · be affected by the attitudes and treatment that teachers, consciously or unconsciously, reflect during class (Kuklinski, 2001). The expectations of teachers are very decisive factors for the success of students, but also the beliefs and attitudes of parents can also influence the self-concept of children and young people and affect their performance and academic achievements (Cortázar et al., 2015). psychosocial concern for the well-being of each member of the organization; collaboration flourishes and professional autonomy develops.
The most powerful strategy to improve both teaching and learning within the school is to create a collaborative and collectively responsible culture (Louis, 2011  The new path that Chile is taking, of a new public education, is the beginning of that inclusion and the scope of this Bicentennial Project is yet to be seen. Despite being born with an ideological stigma, each educational community is providing the necessary counterpoints to adapt them to the multiple realities in which they are located.