Abstract

Framed in the emerging debate from the Law of Inclusion in Chile, where public education remains a segregated place that competes with paid private education, this qualitative study is part of a larger project on school and classroom practices for inclusion, research with a semiotic approach of school spaces. This research aims to analyze the educational practices that occur in the school yards of three Chilean public schools (in Alto Hospicio, Santiago, Viña del Mar). The corpus is made up of interviews, photos and videos collected in the aforementioned educational establishments. The analysis is based on a critical multimodal perspective. The preliminary results show recontextualizations and resemiotizations of the school yards as spaces for entertainment, pedagogical practices and events center of diverse nature, which favour the participation and incorporate diverse points of view towards transformation of the statu quo.