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Ítem Press and School Violence: Subjective Theories in the Post-Pandemic Narratives in Chilean Online Newspaper(MDPI, 2025-12-18) Rodríguez-Pastene, Fabiana; Sorza Sara; Castro-Carrasco, Pablo J.; Carrasco-Aguilar, Claudia; Gubbins, Verónica; Caamaño-Vega, Vladimir; Zelaya, MartinaThis study examines how the explanations about school violence are constructed in Chilean online newspapers after the country—which had the longest period of school closures— returned to in-person classes. During early 2022, several complaints of school violence surged compared to the lockdown years, prompting questions about how the media shaped public interpretations of this rise. Using a content analysis of three Chilean online newspapers (“SoyChile”, “ElMostrador”, and “LUN”), this study reconstructed the Subjective Theories (STs) conveyed in their coverage. All articles (n = 50) published during three strategic periods of the 2022 school year were analyzed to identify explicit and implicit theories about the causes, intervening conditions, and strategies for addressing school violence. The most prevalent ST framed school violence as a structural problem, appearing 27 times. This narrative portrays the phenomenon as both inevitable and beyond the control of key actors, such as caregivers, teachers, school leaders, authorities, and students, ultimately reducing perceived accountability and agency in prevention or intervention efforts. Media discourse tended to legitimize explanations that locate school violence outside the sphere of individual or institutional responsibilityÍtem Teorías subjetivas sobre convivencia y violencia escolar en discurso experto en la prensa de 2022(Simon Fraser University, 2025-06-11) Fuentealba-Jorquera, Daniel; Rodríguez-Pastene-Vicencio, Fabiana; Andrada, Pablo; Castro-Carrasco, Pablo; Caamaño-Vega, Vladimir; Gubbins, Verónica; Carrasco-Aguilar, Claudia; Cuadra-Martinez, David; Zelaya, MartinaEl regreso a clases presenciales después de la pandemia desencadenó casos de Violencia Escolar (VE) en 2022. La prensa escrita a través de los diarios fue uno de los medios que abordó estos casos y puso el tema para ser discutido por sus lectores. En este medio, las cartas al director son relevantes ya que muestran las opiniones de las audiencias sobre un hecho actual, en particular la de expertos/as o personas influyentes de la sociedad civil. Esta forma de discurso público en la prensa aborda teorizaciones con carácter argumentativo de los fenómenos de VE y convivencia escolar (CE), de modo que puede ser estudiado desde las teorías subjetivas (TS). Metodología: La metodología fue de carácter cualitativo, y se utilizó la teoría fundamentada. El análisis incluyó un proceso de codificación abierta y axial en las 10 cartas al director seleccionadas. El medio elegido para la recolección de la muestra fue el diario chileno La Tercera. Resultados: Entre los hallazgos se obtuvo que existe una TS supraordenada que establece un insuficiente afrontamiento de la VE en el período pospandémico. Además, se encontró que la mayoría de las TS son iniciadoras de acción para abordar la CE y VE. Conclusiones: El discurso experto presenta teorizaciones acerca de la responsabilización de los adultos y las escuelas en el trabajo que se efectúa para abordar la VE y el cambio en el trabajo en CE. Los estudiantes son referenciados como sujetos pasivos, lo que podría limitar su desarrollo moral y participación en estos contextos. Introduction: The return to face-to-face classes after the pandemic carried effects that triggered cases of School Violence (SV) in 2022. The newspaper was one of the media that addressed these cases and raised the issue to be discussed by its readers. In this media, letters to the editor are relevant as they show the readers' opinions on a current event, particularly that of experts or influential people from civil society. This type of public discourse in the press deals with argumentative theorizing on the phenomena of school violence and school climate (SC), so that it can be studied from subjective theories (ST). Methodology: Qualitative methodology was followed, using Grounded Theory. The analysis included a process of open and axial coding in the 10 letters to the editor selected. The means chosen for the collection of the sample was the Chilean newspaper La Tercera. Results: Among the findings, there was a superordinate ST that establishes insufficient coping with SV in the post-pandemic period. In addition, it was found that most of the STs are action initiators to address SC and SV. Conclusions: The experts' discourse presents theorizations about the accountability of adults and schools in the work done to address SV, and change on SC work. Students are portrayed as passive subjects, which could limit their moral development and participation in these contexts.Ítem Public Discourse of the Chilean Ministry of Education on School Violence and Convivencia Escolar: A Subjective Theories Approach(MDPI, 2024-09-06) Castro-Carrasco, Pablo J.; Gubbins, Verónica; Caamaño, Vladimir; Gonzalez-Palta, Ingrid; Rodriguez-Pastene Vicencio, Fabiana; Zelaya, Martina; Carrasco-Aguilar, ClaudiaThis study analyzed subjective theories on school violence and convivencia escolar expressed in the public discourse of the Chilean Ministry of Education in 2022. This research focused on the return to in-person learning, a time when concerns about violence in schools increased and public policies aimed at addressing it were launched. Inductive content analysis and grounded theory techniques were used to examine 66 tweets issued by official ministry accounts during 2022. The analysis identified three interpretative sets. The first suggests that although violence has external structural causes, it must be eradicated from schools. The second links convivencia escolar with well-being and socioemotional skills, but without an explicit association with violence. The third locates the origin of psychological distress in external factors but assigns its management to the school system. A predominance of expert knowledge existed in the promoted solutions. These findings are discussed based on the idea that the Ministry of Education’s discourse on Twitter not only informs but also seeks to shape educational common sense and validate public policies. This raises questions about its impact on the interpretive autonomy of school communities.Ítem Familias y tutorías entre pares en escuelas rurales: Conocimientos, valoraciones y cambios(Universidad Finis Terrae, 2025-07-02) Gubbins, Verónica; Sepúlveda, Catalina; Muñoz, PedroLa tutoría entre pares (TeP) es una innovación pedagógica que fomenta la participación activa y el liderazgo educacional compartido entre docentes y estudiantes, promoviendo un aprendizaje significativo y adaptado a los intereses de los estudiantes. Las investigaciones sobre TeP tienden a analizarla en contexto de aula, con poca consideración de la participación de las familias, particularmente en el caso de las escuelas rurales. El objetivo de la investigación es analizar el conocimiento, valoraciones y transformaciones percibidas en 53 padres y madres de niños/as participantes de un programa de tutoría entre pares implementado en escuelas rurales de Nicaragua, a partir de un estudio cualitativo, de carácter descriptivo y exploratorio. Se utilizó la técnica de grupos de discusión en nueve escuelas y el análisis de contenido interpretativo. Destaca la valoración que hacen las familias del mejoramiento de la comunicación parento-filial, el enriquecimiento cultural a nivel intrafamiliar y la activación social en contextos de extrema precariedad y aislamiento, como son los que caracterizan las zonas rurales centroamericanas. Se plantea la hipótesis del potencial efecto de irradiación que tienen las TeP para el desarrollo cultural también entre generaciones. Peer tutoring (PTU) is a pedagogical innovation that fosters active participation and shared educational leadership between teachers and students, promoting meaningful learning adapted to the interests of students. Research on PTU tends to analyze it in a classroom context, with little consideration for the participation of families, particularly in the case of rural schools. The objective of the research is to analyze the knowledge, assessments and transformations perceived by the families of children participating in a peer tutoring program in rural schools in Nicaragua, based on a qualitative, descriptive and exploratory study. The discussion group technique was used in nine schools and interpretive content analysis. The study highlights the families’ appreciation of the improvement of parent-child relationships, cultural enrichment at the intra-family level and social activation in contexts of extreme precariousness and isolation, such as those that characterize rural areas in Central America. The hypothesis is raised of the potential irradiation effect that PTUs have in bridging the cultural gap between generations as well.Ítem School choice in Indigenous families as a conflicting path between territories and cultures: the case of rural Mapuche families in Chile(The University of Queensland, 2025-08-03) Oyarzún, Juan de Dios; Luna, Laura; Moyano Dávila, CamilaChile has a highly segregated education system. Indigenous students tend to be one of the most disadvantaged socio-cultural groups in terms of educational access and academic outcomes, in addition to lacking consistent intercultural educational alternatives. Through in-depth interviews, we explored Mapuche families’ experiences from two communities in rural southern Chile regarding their secondary school choice processes. This study analyses ethnic, territorial and future labour-related aspects influencing families’ decisions regarding their children’s educational transition. Generally, the path from primary to secondary school in rural settings involves a change from a small, local, multi-grade primary school to an urban secondary school. The findings show that this decision involves the crossing of ethnic, territorial and social boundaries that affect the families’ educational definitions related to the aspirational expectations for their children. In this, secondary school choice appears as an event in which different aspects and tensions of contemporary Indigenous ethnicity emerge and are confronted.Ítem Cuidado colectivo y defensa de lo común: el cuidado como estrategia de resistencia entre mujeres rurales del Valle Central de Chile(Universidad Nacional de La Plata; Centro de Historia Argentina y Americana., 2025-04-01) Rodó Donoso, Francisca; Undurraga, RosarioEste artículo explora el cuidado como estrategia de resistencia entre mujeres rurales del Valle Central de Chile frente al modelo agroextractivista y la privatización del agua. Sustentado en una etnografía encarnada y colaborativa, analiza la experiencia de 12 mujeres de dos agrupaciones: Mujeres del Agua y Manos de Mujer. Se utilizaron técnicas como historias de vida, cartografías corporales y representaciones estéticas para vincular la relación entre cuidado, sistema sexo/género y territorio. Los hallazgos dan cuenta del cuidado como una práctica que trasciende lo humano, mediante vínculos con el territorio, los bienes comunes y los seres no humanos. Se concluye que en la ruralidad el cuidado implica redes de apoyo y prácticas de cuidado colectivo, que desde una noción de la interdependencia colectiva desafían las estructuras del patriarcado, capitalismo y colonialismo. Se observa la indivisibilidad del trabajo productivo/reproductivo, relevando el trabajo no remunerado para la sostenibilidad de la vida.Ítem Profesores en evaluación: el impacto del género en los resultados de la evaluación docente universitaria(Universidad de Granada, 2025-07-14) Undurraga, Rosario; Montalva, José Tomás; Guerrero Barrera, EmilioLa evaluación docente es la herramienta más utilizada para evaluar la calidad de la enseñanza y el desempeño docente en las universidades, con efectos tanto en la evaluación de la docencia como en las posibilidades de promoción y estabilidad laboral del profesorado. A pesar de su extenso uso, su credibilidad y objetividad han sido cuestionadas debido a las diversas fuentes de error identificadas. Este estudio cuantitativo analiza los resultados de la evaluación docente de una universidad chilena en su totalidad y en dos carreras típicamente feminizadas y masculinizadas (enfermería e ingeniería) durante el periodo 2022-2024. Se considera el sexo del estudiantado y del profesorado planteando ocho hipótesis. Los resultados muestran que las docentes mujeres son mejor evaluadas que sus pares varones en el promedio de las cuatro dimensiones de la práctica docente, sin embargo, a nivel institucional, el estudiantado recomienda de igual manera a profesores varones que a profesoras mujeres. En contraste, en unidades generizadas, la evaluación de la práctica docente es consistente con la recomendación, siendo las docentes mujeres mejor evaluadas y más recomendadas que los docentes varones. Se concluye instando a reflexionar sobre los sesgos de género y sus consecuencias en la academia en pro de alcanzar una mayor equidad de género en las instituciones de educación superior.Ítem Merit as an attitude: chilean school communities’ repertoires in Chile and the perception of the “good student” in a post‐pandemic scenario(Springer Nature, 2025-05-05) Moyano Dávila, Camila; Alarcón-Arcos, Samanta; Angelcos, Nicolás; Castillo, Juan Carlos; Salgado, MauricioDue to its commodification policies, the Chilean educational system is a paradigmatic case for study. It comprises private subsidies, achievement incentives, competition, selection, and segregation. After years of student and social protests, the 2015 Inclusion Law mandated that publicly funded schools accept all admitted students. Critics argue this restricts family choice and undermines merit. The COVID-19 pandemic further deepened inequalities, exposing contradictions in a merit-based system. This article examines how meritocratic ideals emerged post-pandemic in parents’ and teachers’ perceptions of school communities within a neoliberal educational model promoting meritocratic values alongside inclusive policies. Based on 32 interviews with parents and teachers from two private and two publicly funded schools in Santiago, findings show meritocracy is deeply entrenched, even in public education. The “meritorious student” is defined beyond academics, encompassing behavior, responsibility, and respect—traits also expected of families. The importance of effort as a mechanism for improvement permeates the notion of the “good student”, thereby overshadowing the importance of inclusive educational environments, as merit also becomes relativised by the post-pandemic scenario. The deep educational inequalities and behavioural problems force teachers and parents to focus on and solve different aspects rather than academic achievements. Merit, as understood by educational communities, is perceived as a process and an attitude intertwined with social opportunities.Ítem Family-preschool relationship and family engagement in distance preschool education in the time of COVID-19 in Chile: toward a change of Principals' mentality?(Routledge, 2024-3-13) Gubbins, Verónica; Campillay, FranciscaChile was one of the OECD member countries where schools stayed closed the longest during the COVID-19 pandemic. This study provides information about the type of relationship constructed between families and preschools and the conditions under which parental involvement occurred in distance learning experiences during the interruption of in-person educational activities due to the COVID-19 pandemic, from the perspective of 83 principals who lead preschools located in urban and rural areas affected by poverty in Chile. Our findings show that the principals viewed the pandemic as an opportunity to raise awareness and improve educators’ knowledge about students’ family contexts, diversify and adapt families’ modes of participation to their knowledge and living conditions, and incorporate them into the pedagogical decisions that distance learning prompted throughout the COVID-19 pandemic. These findings pose questions regarding the sustainability of these new post-pandemic practices; in other words, whether it is sustainable to shift from a collaborative and instrumental logic of family participation to another that is based on recognition and dialogue and that takes into account families’ needs, interests, and possibilities regardless of the economic, digital, and territorial precariousness that characterises their lifeÍtem Subjective theories of the chilean teachers' union about school climate and violence during the return to face-to-face education after the pandemic: a study of web news(Frontiers Media S.A., 2024-11-24) Castro, Pablo; Cuadra-Martinez, David; Gubbins, Verónica; Rodriguez-Pastene, Fabiana; Caamaño, Vladimir; Zelaya, MartinaIntroduction: The COVID-19 pandemic increased school violence and worsened the school climate in Chile. In Chile, punitive control policies such as the Safe Class Law (Ley Aula Segura) have been adopted. A key actor in the public debate is the Chilean Teachers’ Union, due to its potential impact on new public policies on the issue. Objectives: The aim of this study was to reconstruct the subjective theories of school violence and school climate presented by the Chilean Teachers’ Union after the COVID-19 pandemic, in its public discourse broadcast on the web news. Methods: Based on a documentary study, a case study design and qualitative methodology, embedded in the FONDECYT project No. 1231667, titled “The social construction in Chile of school climate and school violence after the return to face-to-face education,” web news (N = 36) were analyzed in which the Chilean Teachers’ Union explains school violence and school climate after the pandemic. Results: We found subjective theories that explain the meaning of school violence and school climate, and external factors associated with the serious deterioration of these educational dimensions after the COVID-19 pandemic. Accordingly, we obtained a set of measures such as inclusive policies, curriculum, participation in the development of educational policies, and refunding public education that teachers propose to solve these phenomena in the future. Discussion: In the context of a union that has historically considered public policies to be non-participative in their formulation and distant from the schools’ reality, these findings have important implications for understanding the arguments of the Teachers’ Union about the need to improve mental health and working conditions as crucial elements for addressing school climate and school violence.Ítem Who will get the Job? hiring practices and inequalities in the chilean labour market(Wiley, 2019-01-25) Undurraga, RosarioThis article explores the ways in which recruitment and hiring practices can promote and sustain social inequality in a highly neoliberal country: Chile. The article analyses six steps in the selection process. It provides evidence of discriminatory practices in the job market by analysing employers’ and recruiters’ practices, hiring methods, and the experiences of professionals applying for a job. The research is based on 43 interviews with managers, human resources consultants, and candidates. It uses intersectional analysis to unpack dynamics of inequality in the selection processes in Chile. The findings demonstrate high levels of explicit and severe discrimination in the labour market.Ítem The Experience of Women Regarding Chilean Government Measures during the COVID-19 Pandemic(Wiley, 2023-06-27) Undurraga, Rosario; López-Hornickel, NataliaThis study explores the experience of ten possible beneficiaries of the measures provided by the Chilean government during the first year of the COVID-19 pandemic through remote semi-structured interviews. The results show a scenario of improvisation. Instead of relying on solid gender equity policies, a patchwork of focused measures was implemented, which increased uncertainty and vulnerability. As a result, women experienced sorrow and despair while facing economic constraints and care tasks mostly on their own. This article shows that care remains invisible in politics while overwhelmingly evident at home. Social care policies are urgently needed.Ítem The multidimensionality of care in remote work: women academics in Chile during the COVID-19 pandemic(Routledge, 2023-12-30) Mora, Claudia; Undurraga, Rosario; Simbürger, ElisabethThe boundaries between paid and care work all but disappeared for women during COVID-19 lockdowns. All realms of life merged into the household while the workload shouldered by women heavily increased. As external support for care vanished, gender orders became obvious as the burden of care was re-established as the personal responsibility of women. Based on fifteen photo-elicited interviews with women academics in Chile who worked remotely during lockdown, this study poses a multidimensional notion of care that captures academic, highly skilled women’s care work in three dimensions: (1) care as assistance (care for others); (2) care as survival (self-care); and (3) care as a symbolic burden in the labour market. The study suggests that these different dimensions of care reveal the articulation of women’s care labour with family, paid and unpaid work, and institutional regimes, contributing to the reproduction of gender inequality.Ítem Performing parenthood through digital communication technologies at school: the case of WhatsApp parents’ groups in Chile(Bristol University Press, 2024-04-17) Tabilo Prieto, Ismael; Moyano Dávila, CamilaLiterature on parenthood has highlighted that parenting has become more intensive over the years. Using data from interviews with 36 parents and teachers of Chilean schoolchildren, we explore how parenting is performed in parents’ WhatsApp groups. This research is conducted from the approach of science and technology studies, as it allows us to focus on how everything/everyone has the potential to have the agency to affect and be affected by others. In our results we show that parenting within WhatsApp is performed by monitoring their children’s school agenda, comparing and competing with the performances of others, and portraying themselves as attentive parents. Through these comparisons, families engage in a form of lateral surveillance, contributing to the intensification of parenting. We discuss how this digital platform operates in an ambivalent manner, enabling caregiving to be exhibited as a manifestation of presence and availability, and as restlessness, intensity and demand.Ítem Concepciones que posee el futuro personal docente de educación primaria sobre la participación de los padres y las madres en la escuela(Universidad Nacional Costa Rica, 2022-12-14) Cárcamo, Hector; Gubbins, VerónicaObjetivo. El artículo que se presenta tiene por objetivo develar las concepciones que el futuro personal docente de educación básica posee respecto de la participación de los padres y las madres en la escuela. Metodología. Desde un enfoque cualitativo, el estudio se desarrolla en cuatro universidades de las regiones de Ñuble y Bío Bío en Chile. La producción de datos se efectúa a través de entrevistas semi-estructuradas a 40 estudiantes de educación básica. Los discursos se analizan mediante la técnica de análisis estructural semántico. Resultados. Como principales hallazgos pueden señalarse un cuerpo de creencias a partir de los cuales, la participación de los padres y las madres es valorada en la medida que contribuye a alcanzar objetivos académicos, tanto en términos de modelador actitudinal, como de refuerzo de contenidos curriculares. A partir de allí se accede a la concepción prevalente, que sitúa la participación como indicador de compromiso parental, siempre y cuando esta no interfiera con el quehacer del profesorado. Conclusión. Se evidencia la necesidad de incorporar la temática desde la formación inicial del profesorado, y reconocer la diversidad de modelos familiares y estrategias que orienten el desempeño del rol parental educativo.Ítem Involucramiento, implicación y participación de las familias: explorando enfoques, niveles y ámbitos de acción en políticas de cuatro países latinoamericanos(Pontificia Universidad Católica de Chile; Facultad de Educación, 2023-03-28) Gubbins, Verónica; Urrutia, Mauricio; Cárcamo, HectorEl cese de las actividades escolares presenciales a raíz de la pandemia por COVID-19 situó la participación de las familias en un lugar central en las reflexiones y procesos de toma de decisiones de los gobiernos, las escuelas y las propias familias. La incertidumbre respecto de su remisión delinea un escenario complejo para la definición de políticas de participación de las familias a largo plazo. La necesidad de avanzar en lineamientos para el trabajo de las escuelas y las familias invita a preguntarse acerca de los enfoques, niveles y ámbitos de la participación de las familias que se promueven desde las políticas. Se presentan los resultados de un estudio documental cualitativo, de carácter exploratorio, de políticas de cuatro países latinoamericanos. Se concluye que las políticas no abordan un modelo único de participación. Estas tienden a abordar enfoques con propósitos, niveles y ámbitos de acción diferentes, cuya traducción puede resultar confusa o contradictoria para los profesionales de las escuelas y las familias. Esta información puede servir de referencia para las decisiones de políticas, planes y programas que los gobiernos, las escuelas, los docentes y las instituciones de formación inicial de profesionales de la educación vayan tomando post pandemia.Ítem Pratiques de recrutement et formes de discrimination des femmes diplômées – le cas du Chili(l'Institut Pluridisciplinaire pour les Etudes sur les Amériques à Toulouse (Université Toulouse – Jean Jaurès), 2015-12-18) Undurraga, Rosario; Barozet, EmmanuelleEste artículo analiza las relaciones entre las prácticas de selección de personal y la baja presencia de mujeres en cargos de dirección en Chile. Problematiza el discurso acerca de las prácticas de reclutamiento y selección de personal en contraposición con la legislación vigente. Muestra la existencia de diferentes formas de discriminación de género, sean directas o indirectas, según sectores de producción. A pesar de la estandarización de los procedimientos para ingresar a un determinado cargo profesional, se encuentra discriminación en la mayoría de las etapas del proceso de selección. Estas formas de discriminación no solo limitan la integración y la evolución de las mujeres en cargos directivos, sino que también demuestran cómo la modernización económica y social que atraviesa el país en su versión neoliberal pone en tensión distintos principios éticos que ordenan la sociedad. El estudio se basa en 43 entrevistas realizadas con empleadores, reclutadores y candidatos/as profesionales.Ítem Book review: Parenting across cultures from childhood to adolescence(Taylor & Francis, 2021-07-23) Gubbins, VerónicaÍtem Care work and class: Domestic workers' struggle for equal rights in Latin America - by Blofield, Merike(Wiley, 2016-06-06) Undurraga, RosarioReview del libro "Care Work and Class: Domestic Workers' Struggle for Equal Rights in Latin America" de la autora Merike BlofieldÍtem Imaginarios de vejez: ¿cómo perciben la vejez las mujeres en Chile?(Banco de Imagens e Efeitos Visuais, 2019-05-28) Undurraga, Rosario; Cornejo, Paula; López Hornickel, Natalia; Benavides, MicheleEl creciente envejecimiento de la población ha generado nuevas interrogantes respecto al proceso de envejecer y a las expectativas sobre la vejez. Este estudio cualitativo explora los imaginarios de vejez de mujeres chilenas y problematiza la (in)visibilidad de la heterogeneidad en la vejez. Se utilizan entrevistas semi-estructuradas a una muestra de 50 mujeres entre 24 y 88 años, profesionales y no-profesionales, de Santiago de Chile. Los resultados muestran imaginarios de vejez diferenciados cuando se trata de los demás (imaginarios sociales de vejez) respecto de aquellos referidos a la propia vejez (imaginarios individuales de vejez). Los imaginarios sociales de vejez tienden a ser negativos por: (a) las bajas pensiones, (b) mala atención en salud y (c) pérdida de autovalencia. Esto se contrapone con los imaginarios individuales de vejez, donde se articulan atributos positivos y negativos, resaltando la salud, los vínculos familiares y estrategias para mantenerse saludable y activa. Se concluye que las diferencias entre los imaginarios sociales e individuales de vejez darían cuenta de: tensiones en la definición de vejez, heterogeneidad en la vejez, cambios en las expectativas para la vejez de mujeres chilenas, cuestionamiento de las instituciones de previsión social, y la importancia de la familia y los cuidados en la vejez. The increasing ageing population has generated new questions regarding the process of getting older and the expectations about old age. This qualitative study explores imaginaries about old age of Chilean women. It problematizes the (in)visibility of the heterogeneity of old age people. Semi-structured interviews were conducted with 50 professional and non-professional women from 24 to 88 year-old living in Santiago de Chile. The results show differences between social imaginaries of old age (referred to other old people) and individual imaginaries of old age (own old age). Social imaginaries of old age are negative due to: (a) economic precariousness and low pensions, (b) bad quality of the health system, and (c) the loss of autonomy. This contrasts with individual imaginaries of old age, where there are both positive and negative attributes, highlighting health, family ties and strategies to keep healthy and active. The paper concludes that the differences between social and individual imaginaries of old age show: tensions on the definition of old age, heterogeneity within adulthood, changes on the expectations of Chilean women about old age, the questioned role of social security, and the relevance of family and caring at old age.