Abstract

In Chile, a significant number of students from minority groups are excluded from participating in the educational system due to their cultural, linguistic, biological or social differences. The theory of recognition proposes a system of categories that allows analyzing the educational responses formulated to overcome barriers of access, participation and progress in the school trajectory. To do this, it is proposed to critically analyze the discourse of teachers, as the main actors involved in the daily implementation of educational policies on inclusion, in educational spaces in which practices and experiences rooted in a traditional school culture are reproduced. Evidencing these discourses will allow us to approach the understanding of the problem of participation and academic progress in the educational system of students from minority groups.