School integration, inclusion and social justice: Thoughts from the inclusive norms in the chilean education system

Abstract

Since 2009 chilean school system has experienced a series of adjustment, and structural reforms which tend to the consecution of inclusive schools that respond to the social claims for equity and quality. This process presents continuities and ruptures that might be tackled to comprehending the senses and scopes of the understandings about inclusive educative system oriented to social justice. In this context, we present the analytical deployment of a qualitative research, developed in 2017-2019, that questions the latent discursive senses in educational policies in Chile around diversity and inclusion in the educational system. This was a qualitative documental policy inquiry, with a hermeneutic and critic theoretical frameworks. The study presents social configurations and re-structurations which would be produced by the educative policies. They represent the forces of the integrative scheme in the core of the discourses about inclusion. policies which narrates the delivery of equitative and high-quality educative services to students who present or not disabilities. another main finding is linked to the emergences that are observed in the transit from an integrative scheme to an inclusive one; aspects such as the modes of materialization of the inclusive discourse in the regular classroom, they posit the diversification on teaching and the elimination of any learning barrier, finally, the article reflect on the displacements of the chilean public policies in education on the last decade, declaring its silences and contradictions