Representaciones que subyacen a la política educacional inclusiva en Chile

The implementation of Chilean inclusive education policy has not been without discussion. Structuring a differenced and open education system faced the stresses of uncertainty. In this context, based on a qualitative methodology, this study discusses the social representations of inclusive policy from 378 online comments posted by Internet users of Chilean news portals. Content analysis was performed to identify the assessments and arguments supporting the representations of educational inclusion. The inability to counterargument in past virtual environments is identified as the main limitation for in-depth information. Two models of representations are identified; the first linked to a social reproduction orientation associated to learning disciplinary standards and assessment of institutional educational projects, while the second assessed the right to education prioritizing learning and respect for individuals.