Abstract

Chile has strongly promoted ending discrimination in education in all its types. Consequently, the Law of School Inclusion was enacted in 2015. The opinions of teachers of subsidized private establishments in the Maule region (Chile) are analyzed, within the scope of their daily pedagogical practices located within the framework of this law. It is a qualitative exploratory study. The analysis makes it possible to demonstrate the thinking and labor dynamics of these actors in diverse educational contexts, identifying critical knots that if taken care of would positively affect their work, observing the need to correct difficulties, establish pedagogical strategies and strengthen some components of the law.