Abstract

VALDES-MORALES, René; LOPEZ, Verónica  and  JIMENEZ-VARGAS, Felipe. Educational Inclusion in Relation to School Culture and Coexistence. educ.educ. [online]. 2019, vol.22, n.2, pp.187-211. ISSN 0123-1294.  https://doi.org/10.5294/edu.2019.22.2.2.

The objective of this study is to characterize school coexistence and culture from the perspective of inclusion. The study has a mixed-method design; quantitative assessment was conducted on the inclusive school coexistence and inclusive culture dimensions in 129 Chilean schools (N = 2,868 students, 1,129 parents and 741 teachers and education professionals). Then, we selected two extreme cases and applied an ethnographic approach. Results indicate that the school with low school coexistence and low inclusive culture maintained fragmented interpersonal relationships, with disorganized roles and functions, and emphasis placed on the improvement of school coexistence. In contrast, the school with high school coexistence and high inclusive culture showed cohesive human relationships, clarity of roles and functions, and a pedagogical focus.

Keywords : School coexistence; education inclusion; school culture; ethnography; ethnology; Chile.

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