<?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>2448-878X</journal-id>
<journal-title><![CDATA[Revista latinoamericana de estudios educativos]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. latinoam. estud. educ.]]></abbrev-journal-title>
<issn>2448-878X</issn>
<publisher>
<publisher-name><![CDATA[Universidad Iberoamericana (México)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2448-878X2025000200235</article-id>
<article-id pub-id-type="doi">10.48102/rlee.2025.55.2.710</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Hacia la inclusión escolar: actitudes de docentes en ejercicio y en formación de educación primaria]]></article-title>
<article-title xml:lang="en"><![CDATA[Towards School Inclusion: Attitudes of Active Teachers and Teachers in Training for Primary Education]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mendoza Lira]]></surname>
<given-names><![CDATA[Michelle]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Andrades Cerpa]]></surname>
<given-names><![CDATA[Javiera]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Valenzuela Palma]]></surname>
<given-names><![CDATA[Karen]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Andrés Bello  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Andrés Bello  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Andrés Bello  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2025</year>
</pub-date>
<volume>55</volume>
<numero>2</numero>
<fpage>235</fpage>
<lpage>260</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2448-878X2025000200235&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2448-878X2025000200235&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2448-878X2025000200235&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La inclusión escolar busca la presencia, participación y aprendizaje de todo el estudiantado, independientemente de su etnia, orientación sexual y capacidades cognitivas, entre otros. En este escenario, el rol del profesorado es trascendental. Por tal motivo, el objetivo de la presente investigación fue analizar las actitudes hacia la inclusión escolar de docentes en ejercicio y en formación de Educación General Básica. Para ello, a partir de un enfoque cualitativo, se realizaron ocho entrevistas semiestructuradas, las cuales fueron examinadas mediante el análisis de contenido cualitativo. Los resultados revelan actitudes favorables hacia la inclusión educativa, especialmente cuando ésta se encuentra apoyada por un trabajo colaborativo entre todos los agentes pedagógicos. Se concluye la importancia de que tanto docentes activos como en formación se capaciten para adquirir los conocimientos teóricos y prácticos que mejoren no sólo sus prácticas pedagógicas, sino también sus actitudes hacia la educación inclusiva.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract School inclusion seeks the presence, participation, and learning of all students, regardless of their ethnicity, sexual orientation, and cognitive abilities, among others. In this scenario, the role of teachers is transcendental. For this reason, the objective of this research was to analyze the attitudes toward school inclusion of practicing teachers and those in training for Basic General Education. To this end, from a qualitative approach, eight semistructured interviews were conducted, which were examined through qualitative content analysis. The results reveal favorable attitudes toward educational inclusion, especially when it is supported by collaborative work among all pedagogical agents. The conclusion highlights the importance of both active and in-training teachers being trained to acquire theoretical and practical knowledge that improves not only their pedagogical practices but also their attitudes toward inclusive education.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[actitud del profesor]]></kwd>
<kwd lng="es"><![CDATA[profesor]]></kwd>
<kwd lng="es"><![CDATA[estudiante para profesor]]></kwd>
<kwd lng="es"><![CDATA[enseñanza primaria]]></kwd>
<kwd lng="es"><![CDATA[inclusión]]></kwd>
<kwd lng="en"><![CDATA[teacher attitude]]></kwd>
<kwd lng="en"><![CDATA[teacher]]></kwd>
<kwd lng="en"><![CDATA[student teacher]]></kwd>
<kwd lng="en"><![CDATA[primary education]]></kwd>
<kwd lng="en"><![CDATA[inclusion]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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