Mg. Espinoza-San Juan, Javier

Educational inclusion has been promoted in Chile through international agreements and laws. Collaborative Teaching Work (CTW) is fundamental for inclusion but has faced resistance and criticism from general education teachers. Chilean policies align with international treaties, but resistance persists due to a lack of understanding of inclusion as a complex social construct. The objective of the study was to comprehend the processes of managing collaborative work and the role of technology in educational inclusion. An ethnographic method was employed, which included interviews and ethnographic observation. The participants included educational leaders, teachers, and students from educational institutions in the Biobío and Ñuble regions. As a result, it is found that educational leaders tend to idealize collaboration and inclusion in their institutions, but often, this is not reflected in practice. Most teachers claim to possess technological skills, but their effective use of technology is limited. Students exhibit heterogeneity in their classroom behavior, and rigidity is observed in traditional classes. There is resistance to change, a lack of teacher training, and a significant gap between the representation of school administrators and the reality in the classroom, posing significant challenges to educational inclusion. Technology is considered an important tool, but some teachers are not familiar with its use.

Para la inclusión educativa de estudiantes con necesidades de apoyo, los docentes deben trabajar colaborativamente, aquello ha sido difícil y podría ser aún más, en Pandemia por Covid 19 y obligatoriedad de teletrabajo. El objetivo fue analizar las representaciones que docentes tienen del trabajo colaborativo, para educar a estudiantes con NEE, en contextos virtuales. Se trabajó con estudios de casos y análisis con teoría fundamentada. Se realizaron entrevistas en profundidad presencial y virtual. Entre los principales resultados están: 1. El Trabajo Colaborativo es principalmente individual y asistencialista desde los educadores diferenciales. 2. En el contexto virtual, se ha agudizado la exclusión, debido a que, se trabaja sin colaborar, faltan competencias tecnológicas y nadie los ha apoyado.