The COVID-19 pandemic is pushing the world into a devastating economic and social scenario. The consequences of this crisis largely impact children and teenagers, both now and in the future. School closures have particularly affected vulnerable children, deepening the effects of their unequal socio-economic circumstances. In this context, the actions governments are taking to protect their citizens’ right to education will be crucial to reducing or exacerbating inequality in the long term. The authors of this article analyse the case of Chile, one of the most successful countries in Latin America regarding educational achievement and enrolment, as well as the most segregated educational system among member countries of the Organisation for Economic Co-operation and Development (OECD). How is the right to education being guaranteed for all during the COVID-19 pandemic? Are the measures taken by the Ministry of Education mitigating or intensifying long-term inequalities? Based on the 4-A scheme described by Katarina Tomasevski, which conceptualises national governments’ obligations to guarantee the right to education, the authors examine the normative basis of Chile’s market-oriented educational system (1980–2013) as well as the latest educational reform (2014–2017), which aimed to promote the right to quality education, and critically analyse the measures adopted by the Chilean Ministry of Education in response to the pandemic. The authors conclude that Chile is facing a major challenge to ensure the right to education for all. A new social contract is required to reduce structural inequalities, and to avoid a potential setback in human rights.

COVID-19 大流行正在将世界推向毁灭性的经济和社会局面。这场危机的后果在很大程度上影响了现在和未来的儿童和青少年。学校停课对弱势儿童的影响尤其严重，加深了他们不平等的社会经济环境的影响。在这种情况下，政府为保护公民受教育权而采取的行动对于长期减少或加剧不平等至关重要。本文的作者分析了智利的案例，智利是拉丁美洲在教育成就和入学率方面最成功的国家之一，也是经济合作与发展组织 (OECD) 成员国中教育制度最隔离的国家之一. 在 COVID-19 大流行期间，如何保障所有人的受教育权？教育部采取的措施是缓解还是加剧了长期的不平等？基于4- Katarina Tomasevski 描述的计划，它概念化了国家政府保障受教育权的义务，作者研究了智利市场导向教育体系（1980-2013）的规范基础以及最新的教育改革（2014- 2017），旨在促进优质教育的权利，并批判性地分析了智利教育部为应对大流行而采取的措施。作者得出的结论是，智利在确​​保所有人的受教育权方面面临着重大挑战。需要一个新的社会契约来减少结构性不平等，并避免人权方面的潜在挫折。