Abstract

This work is developed in the context of educational inequalities in Chile and the relationship between social structure and educational trajectories. In this framework, the concept of “position teacher” is analysed from educators towards students from private and municipal schools and their social positions. Positions teacher that is centered in two scopes; their feelings towards richness and poverty and the educational discourses of students in both type of establishments. It is a qualitative study, in which 27 trainers were interviewed from primary and pre-school, members of six universities and three regions of the country. It is concluded that there is not significant differences between institutions and career. Trainers have shown a duality and tension between both scopes of the study, they expressed confidence that the situation of poverty can be overcome via school opportunities, however, it is also reinforced the deficit of students and families of municipal schools. This tension between change opportunities and deficit, weakens possibilities of the educative.