ABSTRACT
The objective of this study was to know what teachers understand by inclusion and the actions they carry out on their behalf. The multiplicity of interpretations that the concept of inclusion can assume and the variety of ways of working depending on the public in question contribute to its highly localized nature. The participants were 100 teachers and professional staff from six public educational establishments. A qualitative research design, group interviews and data content analysis were used. The results show school interactions as the unit where inclusion occurs. These interactions are presented as a guide by what it is called here as an inclusive logic aiming to promote the sense of belonging of the students to the school community; and inclusive actions as such, identified with special practices and techniques aimed at working with “difference”. It was concluded from these data that the possibility of establishing a distinction between the inclusive logic that sustains the interactions that strengthen the values and conventions of the school community, from the inclusion that, on the contrary, demands to problematize these conventions by opening the spaces and school relationships to new possibilities.
KEYWORDS
Inclusive education; Erving Goffman; Interactionism; Chile