Article
Spanish
ID: <
oai:doaj.org/article:6b0a29026e2d4ec0859afd31f7cba6d3>
Abstract
This article disputes the way in which public policy understands the concept of inclusion of students with special educational needs or skills, translates it into legislation and puts those regulations into practice. Based on an ethnographic observation, we explore the various ways in which inclusive practices are implemented in the framework of Chilean birch policy. Our main finding is that there is no one-size-fits-all concept of inclusion in the update of public policy, but materialises in practice in dynamic and multiple ways, bringing together various human and non-human actors, who are deployed by their agencies. This situation makes it difficult to implement an unequivocal national policy, but at the same time opens up the possibility of territorialising certain practices and knowledge.