Formative Processes in Participatory Action Research in the Field of Chilean Community Psychology

Neoliberal education policies have meant financial cutbacks and an increase in accountability systems in Chilean universities. This has had repercussions on the teaching of psychology, and in particular community psychology. One of the central tensions has been expressed in training in participatory action research (PAR), which has been the predominant mechanism for training in the praxis of community psychology in Chilean universities. This paper explores PAR training in the framework of neoliberal public-private higher education, based on a descriptive study which, through a survey, explores the perception of 31 Chilean trainers and, through interviews, delves into the experience of five teachers from the Valparaiso region, Chile. The main problems or critical knots identified are: the time of the academy, the precarious employment of teachers and the technical requirements of students.