Within the framework of the enactment of a set of educational policies by the State aimed at promoting greater equity and quality in the school system, this research delves into the implementation of inclusive school policies by special education teachers.
This qualitative research was conducted in two phases: in the first stage, 10 special education teachers from the Metropolitan Region were interviewed, and subsequently, in a second phase, a case study was conducted with 2 teachers, following an ethnographic orientation for an academic semester.
Tensions in the identity of these teachers are identified, as well as contradictions and multiple barriers to the implementation of legislations. Additionally, evidence was found of the development of counter-conducts and resistances by these educators, in response to demands from their schools related to the standardization of students for the SIMCE assessment and the referral of students with greater learning difficulties to special education establishments.
