Inclusión de estudiantes con necesidades educativas en Chile: tensiones entre teoría y práctica
Palabras clave:
Política educacional, necesidades educativas especiales, inclusión, etnografía, Santiago- ChileResumen
Este artículo discute la forma en que la política pública entiende el concepto de inclusión de los estudiantes con necesidades educativas especiales o dis- capacidad, lo traduce en normativa y lleva tales regulaciones a la práctica. A partir de una observación etnográfica, exploramos las variadas formas en que se implementan prácticas inclusivas en el marco de la política edu- cacional chilena. Nuestro hallazgo principal es que no existe un concepto de inclusión único y fijo en la actualización de la política pública, sino que se materializa en la práctica de formas dinámicas y múltiples, poniendo en contacto diversos actores, humanos y no-humanos, los cuales despliegan sus agencias. Esta situación hace difícil la puesta en marcha de una política nacional unívoca, pero a la vez abre paso a la posibilidad de territorializar situadamente ciertas prácticas y saberes.
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