Resumo

ESPINOZA, Laura; LAGOS, Nelly; HERNANDEZ, Karen  e  LEDEZMA, Diana. Inclusive Culture and Policies in Chilean Primary and Secondary Education Teachers. CS [online]. 2021, n.34, pp.17-42.  Epub 26-Abr-2021. ISSN 2011-0324.  https://doi.org/10.18046/recs.i34.4211.

The purpose of this research discussed in this paper is to determine the actions that the professors declare to carry out, in coherence with the culture and inclusive educational policies, and considering that these two aspects mentioned should permeate towards the pedagogical work in schools for guaranteeing an education in equity for the students. The methodology is quantitative and considered Chilean teachers from early childhood education to secondary education. For collecting data, the Guía de Evaluación de Prácticas Inclusivas en el Aula was used. Regarding the results, significant differences were found in some dimensions, considering the educational center in which the teachers worked and the educational cycle in which they taught. Based on the findings, it is possible to deepen the understanding of how teachers carry out pedagogical actions consistent with current inclusive culture and policies, and how this allows for future educational improvements regarding inclusion.

Palavras-chave : Inclusive Culture; Inclusive Policies; Inclusive Practices; Inclusive Education; Teachers.

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