Abstract

This article analyzes the conceptions about educational change in teachers participating in an inclusive development project, in municipal schools in Santiago, Chile. The project aims to favor, with the input from the school community, the creation of strategies to overcome the barriers detected by the group. It is identified by the use of qualitative analysis and case studies, the conceptions of the participants through two principal axis: Transformation/Transaction and Integrality/Fragmentation. Through typological analysis emerge four dynamic and articulated positions about educational change: Communitary, Integrationist, Efficient and Bureocratic. Each one of these configurations with visions that anticipate possible trajectories and challenges. The results presented allow to problematize the conditions and implications for the schools and their participants to favor a work in an inclusive perspective, in the context of the municipal education system.