Integración, inclusión y justicia social: reflexiones desde las normativas inclusivas en la educación chilena

Since 2009, the Chilean educational system has undergone a series of structural adjustments and reforms aimed at building inclusive schools that respond to social demands for equity and quality. This process, with continuities and ruptures, is addressed in this study to understand the meanings and scope of what has been understood by an inclusive educational system oriented to social justice. In this context, we present the analytical display of a qualitative research carried out between the years 2017-2019 that questions the latent discursive meanings in educational policies in Chile regarding diversity and inclusion in the educational system. A qualitative documentary political investigation is developed, with a theoretical hermeneutical approach with critical aspects. This investigative process has found that the configurations and restructuring -at a paradigmatic and social level- that have emerged from educational policies respond to an integrating source and not to an inclusive matrix; this under a discursive statement regarding the intention to provide quality and equitable educational services to the school population, whether or not they have a disability condition. Another result highlighted in this article refers to the emerging changes that were observed during the transition from the integrative to the inclusive approach; aspects such as the ways of materializing inclusive discourse in regular classrooms, those that propose the diversification of teaching and the elimination of barriers to learning. Finally, the article reflects on the support and analysis of the path of inclusive educational public policies that have been promulgated in the last decade in Chile, declaring the silences and contradictions between them.