¿Es posible incluir en un mercado educativo? Los discursos de directores de escuelas de Chile ante las políticas de inclusión escolar

Abstract

The implementation of school inclusion in educational systems that are regulated as markets has been complex and controversial. In the case of Chile, various tensions have been detected between the promotion of equal learning opportunities for all students and the assurance of high-quality standards, in a context in which student segregation, competition between schools and accountability with high consequences. The objective of this article is to know the speeches produced by school headteachers regarding the implementation of school inclusion policies in different regions of the country, from a qualitative perspective, in which interviews were carried out with 50 directors to later go deeper through a multiple case study in 4 of these participants through an ethnographic follow-up, which involved in-depth interviews and non-participant observation for a semester for each school leader. Among the main results of this research are: the serious difficulties in putting inclusion policies into action due to the requirement to demonstrate quality above any other initiative, leaving inclusion in second place and the resistance and disobedience of the headteachers towards the legislation that seeks social mix and those that are perceived as a threat to the values and institutional prestige of their respective educational institutions, especially for the subsidized private dependency sector.