Adjectivization in the Chilean school curriculum: functions, uses and expected learning outcomes
DOI:
https://doi.org/10.35588/ayr.v8i1.7972Keywords:
adjectivation, Chilean curriculum, learning objectives, assessment indicators, descriptive function of language, appraising expressionAbstract
This study examines the treatment of adjectivation, defined as the ability to use adjectives to modify nouns and provide additional information about their nature, characteristics, and qualities (Redolfi y Melloni, 2024) in the Chilean curriculum. This descriptive-exploratory research involved a content analysis of two official documents: the Curricular Bases [Bases Curriculares] and the Study Programs [Programas de Estudio]. Within these documents, the Learning Objectives [Objetivos de Aprendizaje] and Assessment Indicators [Indicadores de Evaluación] that promote the use of adjectives were identified and quantified. The analysis focused on the 4th and 8th grades of primary education across five school subjects. The findings revealed that in 4th grade, adjectivation is most strongly promoted in Visual Arts, whereas in 8th grade it is observed in Natural Sciences. In general, a progressive decrease in evaluative adjectivation is observed as grade levels advance, with a particularly marked reduction in Visual Arts and Language and Communication, known as Language and Literature at higher levels. In contrast, Mathematics exhibits the lowest promotion of adjectivation at both levels. The study concludes that the Chilean curriculum undergoes a process of progressive academization, favoring descriptive objectivity over evaluative expression, which may constrain the development of critical and expressive skills.
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Copyright (c) 2026 Carola Alvarado, María Corina Vásquez, Rosita Carvajal, Carlos Miranda
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