Abstract

In the current landscape of educational policies in Chile, school coexistence emerges as a central challenge, marked by a diversity of interpretations and practices. This study focuses on how school coexistence coordinators address the ethical dilemmas that arise in this context. Utilizing a qualitative methodology and discursive analysis of critical incidents reported by professionals, three predominant enunciation positions are identified: tension in professional identity, validation of professional teams, and depersonalization of action. The findings indicate that these ethical dilemmas significantly influence how coordinators perceive and perform their roles, underlining the importance of developing clear policies and appropriate support strategies. This work contributes to the understanding of the challenges inherent in managing school coexistence and highlights the need for more comprehensive approaches that support professionals in this field.