In recent years, education journalism has emerged as a new type of specialized journalism in Chile. Using Bourdieu's fields theory and elements of mediatization studies, the paper aims to characterize education journalism in Chile by exploring its particularities, internal dynamics, and relationships with surrounding fields. Through interviews with 24 journalists and editors who cover educational issues, conducted in 2018, I explore practices and visions of journalists, to describe motivations, routines and perceptions about their own work and influence in other fields. The study concludes that there are differences in levels of autonomy in the field depending on the type of content. In addition, journalists who cover educational-pedagogical topics have higher levels of symbolic capital, and there are influences between the journalistic and educational fields.En los últimos años, el periodismo de educación ha emergido como un nuevo tipo de periodismo especializado en Chile. Utilizando la teoría de campos de Bourdieu, junto con elementos de los estudios de mediatización, el artículo busca caracterizar al Periodismo de Educación en Chile explorando sus particularidades, dinámicas internas y relaciones con campos circundantes. Mediante entrevistas a 24 periodistas y editores que cubren temas educativos, realizadas en 2018, se exploran prácticas y visiones de los periodistas, para describir motivaciones, rutinas y percepciones sobre su trabajo e influencia desde y en otros campos. Se concluye que existen diferencias en el nivel de autonomía del campo en función del tipo de contenido, que los periodistas que cubren temas educativo-pedagógicos tienen niveles más altos de capital simbólico, y que los campos del periodismo y educativo tienen cruces e influencias entre ellos.In recent years, education journalism has emerged as a new type of specialized journalism in Chile. Using Bourdieu's fields theory and elements of mediatization studies, the paper aims to characterize education journalism in Chile by exploring its particularities, internal dynamics, and relationships with surrounding fields. Through interviews with 24 journalists and editors who cover educational issues, conducted in 2018, I explore practices and visions of journalists, to describe motivations, routines and perceptions about their own work and influence in other fields. The study concludes that there are differences in levels of autonomy in the field depending on the type of content. In addition, journalists who cover educational-pedagogical topics have higher levels of symbolic capital, and there are influences between the journalistic and educational fields.