<?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>0104-4060</journal-id>
<journal-title><![CDATA[Educar em Revista]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Rev.]]></abbrev-journal-title>
<issn>0104-4060</issn>
<publisher>
<publisher-name><![CDATA[Setor de Educação da Universidade Federal do Paraná]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0104-40602023000100118</article-id>
<article-id pub-id-type="doi">10.1590/1984-0411.78673</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Resistencias a la inclusión en las escuelas chilenas en el contexto de la Ley de Inclusión]]></article-title>
<article-title xml:lang="pt"><![CDATA[Resistências à Inclusão nas escolas chilenas no contexto da Lei da Inclusão]]></article-title>
<article-title xml:lang="en"><![CDATA[Resistance to Inclusion in Chilean Schools in the context of the Inclusion Law]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cornejo-Espejo]]></surname>
<given-names><![CDATA[Juan]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad del Bio Bio  ]]></institution>
<addr-line><![CDATA[Chillán Ñuble]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<volume>39</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0104-40602023000100118&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0104-40602023000100118&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0104-40602023000100118&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN A través de una reflexión crítica, el artículo aborda las principales trabas y resistencias que enfrenta la inclusión educativa en Chile, en el contexto de la implementación de la Ley 20.845/2015 de inclusión escolar. Para una mejor comprensión, el texto se organiza en cinco secciones, partiendo de una introducción que contextualiza el problema de estudio en el marco de las discusiones nacionales e internacionales acerca del tema. La primera sección está centrada en la normativa legal vigente que regula los programas de integración escolar (PIE), e intenta develar algunas limitaciones y restricciones de esa misma norma. La segunda sección trata los obstáculos estructurales más frecuentes (infraestructura insuficiente o inadecuada, escasez de equipamiento y falta de preparación del profesorado para trabajar con la diversidad). La tercera sección aborda las trabas ideológicas que comprometen el futuro de la inclusión educativa en el país, derivadas del modelo médico o de ciertos sesgos culturales y religiosos. Por último, en las reflexiones finales, se esbozan algunos de los principales hallazgos del estudio, entre los que destacan las limitaciones que implica el predominio del modelo médico, los distintos grados de avance en los procesos de integración escolar y la falta de una ley efectivamente inclusiva.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Por meio de uma reflexão crítica, o artigo aborda os principais obstáculos e resistências que a inclusão educacional enfrenta no Chile no contexto da implementação da Lei 20.845 / 2015 sobre inclusão escolar. Para uma melhor compreensão, o texto está organizado em cinco seções, comencando com uma introdução que contextualiza o problema do estudo no âmbito das discussões nacionais e internacionais sobre o assunto. Uma primeira seção focada nos regulamentos legais atuais que regulam os programas de integração escolar (PIE), tentando descobrir algumas limitações e restrições desse mesmo regulamento Uma segunda seção que trata dos obstáculos estruturais mais frequentes (infraestrutura insuficiente ou inadequada, escassez de equipamentos e falta de preparação dos professores para trabalhar com a diversidade). A terceira seção aborda os obstáculos ideológicos que comprometem o futuro da inclusão educacional no país, derivados do modelo médico ou de certos vieses culturais e religiosos. Por fim, nas reflexões finais, destacam-se alguns dos principais achados do estudo, dentre os quais se destacam: as limitações implícitas pela predominância do modelo médico, os diferentes graus de progresso nos processos de integração escolar e a falta de uma lei efetivamente inclusiva.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT Through a critical reflection, the article addresses the main obstacles and resistance that educational inclusion faces in Chile in the context of implementing Law 20.845 / 2015 on school inclusion. For a better understanding, the text is organized into five sections based on an introduction that contextualizes the study problem in the framework of national and international discussions. The first section focused on the current legal regulations that regulate school integration programs (PIE), trying to uncover some limitations and restrictions of that same regulation. A second section deals with the most frequent structural obstacles (insufficient or inadequate infrastructure, shortage of equipment, and lack of preparation of teachers to work with diversity). The third section addresses the ideological obstacles that compromise the future of educational inclusion in the country, derived from the medical model or specfic cultural and religious biases. Finally, in the last reflections, some of the study&#8217;s main findings are outlined, among which the following stand out: the limitations implied by the predominance of the medical model, the different degrees of progress in school integration processes, and the lack of a law effectively inclusive.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Inclusión]]></kwd>
<kwd lng="es"><![CDATA[Integración]]></kwd>
<kwd lng="es"><![CDATA[Escuelas]]></kwd>
<kwd lng="es"><![CDATA[Trabas]]></kwd>
<kwd lng="es"><![CDATA[Desafíos]]></kwd>
<kwd lng="pt"><![CDATA[Inclusão]]></kwd>
<kwd lng="pt"><![CDATA[Integração]]></kwd>
<kwd lng="pt"><![CDATA[Escolas]]></kwd>
<kwd lng="pt"><![CDATA[Obstáculos]]></kwd>
<kwd lng="pt"><![CDATA[Desafios]]></kwd>
<kwd lng="en"><![CDATA[Inclusion]]></kwd>
<kwd lng="en"><![CDATA[Integration]]></kwd>
<kwd lng="en"><![CDATA[Schools]]></kwd>
<kwd lng="en"><![CDATA[Obstacles]]></kwd>
<kwd lng="en"><![CDATA[Challenges]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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