<?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>2007-7467</journal-id>
<journal-title><![CDATA[RIDE. Revista Iberoamericana para la Investigación y el Desarrollo Educativo]]></journal-title>
<abbrev-journal-title><![CDATA[RIDE. Rev. Iberoam. Investig. Desarro. Educ]]></abbrev-journal-title>
<issn>2007-7467</issn>
<publisher>
<publisher-name><![CDATA[Centro de Estudios e Investigaciones para el Desarrollo Docente A.C.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2007-74672023000200136</article-id>
<article-id pub-id-type="doi">10.23913/ride.v14i27.1632</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Creencias de directores de escuelas en torno a las políticas de inclusión educativa en el sistema escolar chileno]]></article-title>
<article-title xml:lang="en"><![CDATA[Beliefs of school principals regarding educational inclusion policies in the Chilean school system]]></article-title>
<article-title xml:lang="pt"><![CDATA[Crenças dos diretores escolares sobre as políticas de inclusão educacional no sistema escolar chileno]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Inostroza Inostroza]]></surname>
<given-names><![CDATA[Fabián]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pavez Salinas]]></surname>
<given-names><![CDATA[Paula]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Central de Chile Instituto de Investigación en Educación y Ciencias Sociales ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Central de Chile Instituto de Investigación en Educación y Ciencias Sociales ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2023</year>
</pub-date>
<volume>14</volume>
<numero>27</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-74672023000200136&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-74672023000200136&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-74672023000200136&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La demanda por construir una escuela cada vez más inclusiva es uno de los desafíos más importantes en la actualidad a nivel mundial. El caso de Chile es singular, ya que por décadas el sistema educativo ha sido regulado como una mercancía, lo que ha generado una permanente tensión entre el mercado y la inclusión escolar, ya que los principios que ambos promueven en la práctica cotidiana se contraponen. Por eso, el objetivo de este estudio fue conocer las creencias que sostienen los directores escolares de distintas regiones de Chile en torno a las políticas de inclusión. En términos metodológicos, se desarrolló un estudio cualitativo que, en una primera fase, consistió en la aplicación de 50 entrevistas semiestructuradas a estos actores, mientras que en la fase de profundización se desarrolló un estudio de casos múltiples a cuatro participantes a través de observaciones no participantes y entrevistas en profundidad. Entre los resultados se destacan las creencias de los directivos que asocian a la políticas de inclusión con un aumento significativo de su trabajo burocrático; por otra parte, declararon que en las tareas de gestión cotidiana priorizan la demostración de calidad educativa sobre la inclusión escolar; finalmente, desde sus creencias proponen que las políticas en materia de inclusión son costosas en términos financieros y simbólicos, ya que los estudiantes diversos son costosos de educar y representan un peligro para el prestigio de sus escuelas en los mercados escolares locales.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The demand to build an increasingly inclusive school is one of the most important challenges today worldwide. The case of Chile is unique, since for decades the educational system has been regulated as a market, which has generated as one of its negative effects a permanent tension between the market and school inclusion, since the principles that both promote in everyday practice are in conflict. The objective of this study was to know the beliefs held by school principals from different regions of Chile regarding inclusion policies. In methodological terms, a qualitative study was developed, which, in a first phase, consisted of applying 50 semi-structured interviews to these actors, while in the in-depth phase, a multiple case study was carried out with 4 participants through observations. non-participants and in-depth interviews. Among the most outstanding results are the beliefs of the principals who associate inclusion policies with a significant increase in their bureaucratic work, on the other hand, they declared that in daily management tasks they prioritize the demonstration of educational quality over the school inclusion and finally, from their beliefs, they propose that inclusion policies are costly in financial and symbolic terms, since diverse students are expensive to educate and represent a danger to the prestige of their schools in the respective local school markets.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A exigência de construir uma escola cada vez mais inclusiva é um dos desafios mais importantes em todo o mundo hoje. O caso do Chile é único, pois durante décadas o sistema educacional foi regulado como uma mercadoria, o que gerou uma tensão permanente entre o mercado e a inclusão escolar, uma vez que os princípios que ambos promovem na prática diária se contradizem. Portanto, o objetivo deste estudo foi conhecer as crenças dos diretores escolares de diferentes regiões do Chile em relação às políticas de inclusão. Em termos metodológicos, foi desenvolvido um estudo qualitativo que, numa primeira fase, consistiu na aplicação de 50 entrevistas semiestruturadas a estes atores, enquanto na fase de aprofundamento foi desenvolvido um estudo de casos múltiplos com quatro participantes através de não observações. e entrevistas em profundidade. Dentre os resultados, destacam-se as crenças dos gestores que associam as políticas de inclusão ao aumento significativo do seu trabalho burocrático; Por outro lado, declararam que nas suas tarefas diárias de gestão priorizam a demonstração da qualidade educativa em detrimento da inclusão escolar; Finalmente, com base nas suas crenças, propõem que as políticas de inclusão são dispendiosas em termos financeiros e simbólicos, uma vez que a educação de diversos alunos é dispendiosa e representa um perigo para o prestígio das suas escolas nos mercados escolares locais.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[creencias]]></kwd>
<kwd lng="es"><![CDATA[inclusión educativa]]></kwd>
<kwd lng="es"><![CDATA[políticas de inclusión educativas]]></kwd>
<kwd lng="es"><![CDATA[directores escolares]]></kwd>
<kwd lng="en"><![CDATA[Beliefs]]></kwd>
<kwd lng="en"><![CDATA[educational inclusion]]></kwd>
<kwd lng="en"><![CDATA[educational inclusion policies]]></kwd>
<kwd lng="en"><![CDATA[school principals]]></kwd>
<kwd lng="pt"><![CDATA[crenças]]></kwd>
<kwd lng="pt"><![CDATA[inclusão educacional]]></kwd>
<kwd lng="pt"><![CDATA[políticas de inclusão educacional]]></kwd>
<kwd lng="pt"><![CDATA[diretores escolares]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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