<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1405-6666</journal-id>
<journal-title><![CDATA[Revista mexicana de investigación educativa]]></journal-title>
<abbrev-journal-title><![CDATA[RMIE]]></abbrev-journal-title>
<issn>1405-6666</issn>
<publisher>
<publisher-name><![CDATA[Consejo Mexicano de Investigación Educativa A.C.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1405-66662021000100123</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Educadoras diferenciales en Chile frente a las políticas de rendición de cuentas: Incluir, estandarizar y desobedecer]]></article-title>
<article-title xml:lang="en"><![CDATA[Special Education Teachers in Chile Facing Accountability Policies: Include, Standardize, and Disobey]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Inostroza]]></surname>
<given-names><![CDATA[Fabián]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Falabella A.]]></surname>
<given-names><![CDATA[Alejandra]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Las Américas Escuela de Educación Parvularia ]]></institution>
<addr-line><![CDATA[Santiago ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Alberto Hurtado Facultad de Educación ]]></institution>
<addr-line><![CDATA[Santiago ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>03</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>03</month>
<year>2021</year>
</pub-date>
<volume>26</volume>
<numero>88</numero>
<fpage>123</fpage>
<lpage>148</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1405-66662021000100123&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1405-66662021000100123&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1405-66662021000100123&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: En el mundo, se han expandido las políticas de estandarización y rendición de cuentas por resultados, y a su vez, en los últimos años, ha crecido la demanda por generar escuelas más inclusivas. Uno de los actores centrales para lograr tal inclusión son las educadoras diferenciales (maestra de educación especial), sin embargo, existe escasa investigación sobre ellas. Esta investigación pretende comprender los modos en que estas políticas influyen en su trabajo y en sus subjetividades. Para ello, se desarrolló un estudio de casos, en el que se entrevistaron a diez educadoras en Chile, luego se seleccionaron a dos de ellas, a las que se les realizó un seguimiento etnográfico durante cinco meses (240 horas de observación). Los hallazgos relevan una identidad docente tensionada que se debate entre la inclusión y la estandarización, como también se evidencian resistencias por parte de las docentes frente a los mandatos de la rendición de cuentas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: At the global level, the policies of standardization and results-based accountability have expanded, and in recent years, the simultaneous demand for more inclusive schools has increased. Some of the central actors for attaining inclusion are special education teachers, yet little research has focused on them or on their work. The current study has attempted to understand how the policies of standardization and results-based accountability influence these teachers' work and attitudes. To reach this goal, a case study in Chile conducted interviews with ten special education teachers, followed by the selection of two of them to participate in ethnographic follow-up for five months (240 hours of observation). The findings reveal teacher identities caught between inclusion and standardization, along with evidence of teacher resistance to the mandates of accountability.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[políticas educativas]]></kwd>
<kwd lng="es"><![CDATA[estandarización]]></kwd>
<kwd lng="es"><![CDATA[rendición de cuentas]]></kwd>
<kwd lng="es"><![CDATA[educadoras]]></kwd>
<kwd lng="es"><![CDATA[educación especial]]></kwd>
<kwd lng="en"><![CDATA[educational policies]]></kwd>
<kwd lng="en"><![CDATA[standardization]]></kwd>
<kwd lng="en"><![CDATA[accountability]]></kwd>
<kwd lng="en"><![CDATA[special education teachers]]></kwd>
</kwd-group>
</article-meta>
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