Abstract

The article presents participatory research with 6 Chilean rural schools and fo-cuses on facilitators and barriers to inclusion. This is in the context of highly seg-regated education, with an accelerated closure of rural schools and the InclusionLaw, focused on access to school. Through participatory workshops with teachersand meta-analysis of the team, results are organized at the school, intermediateand public policy levels. The participants emphasize the contextualization of thepractices, the fundamental role of the holders of the schools and the need for spe-cific public policies for the sector. It is concluded that the teacher can not be posi-tioned as responsible for solving the problems of social segregation in the class-room, and that rural education has specificities not contemplated by the interme-diate level or urban-urban public policy