The aim of this article is to analyze the main debates, projects and conflicts presented in the process of drafting the Constitutional Organic Law of Education (LOCE) during the period of the Chilean Dictatorship (1973-1990). In that period, the national education system was the subjected to structural transformation, as market principles were introduced to schools and higher education institutions in response to decisions made by various civilian and military players. This research reports an analysis of their proposals and lines of action, and how they were involved in the discussion framework in which the LOCE was drawn up. The research is based on an examination of the education-related records made during meetings of the Military Junta, the Commission for the Study of the New Political Constitution of the Republic of Chile, the Council of State, the Commission for the Study of Constitutional Organic Laws, and the Commissions for the Constitutional Organic Law on Education. The sources analyzed show that in the process of drafting the normative framework of the Chilean educational system that was to remain in force until 2009, two conflicting political ideologies were at play: on the one hand, the maintenance of a discourse of << Minimum Teaching State >> (defended by traditional politicians and members of the Armed Forces) and, on the other hand, the neoliberal project.