<?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>0123-1294</journal-id>
<journal-title><![CDATA[Educación y Educadores]]></journal-title>
<abbrev-journal-title><![CDATA[educ.educ.]]></abbrev-journal-title>
<issn>0123-1294</issn>
<publisher>
<publisher-name><![CDATA[Universidad de La Sabana]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0123-12942019000200187</article-id>
<article-id pub-id-type="doi">10.5294/edu.2019.22.2.2</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Inclusión educativa en relación con la cultura y la convivencia escolar]]></article-title>
<article-title xml:lang="en"><![CDATA[Educational Inclusion in Relation to School Culture and Coexistence]]></article-title>
<article-title xml:lang="pt"><![CDATA[Inclusão educativa em relação à cultura e à convivência escolar]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Valdés-Morales]]></surname>
<given-names><![CDATA[René]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[López]]></surname>
<given-names><![CDATA[Verónica]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Jiménez-Vargas]]></surname>
<given-names><![CDATA[Felipe]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Pontificia Universidad Católica de Valparaíso  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Pontificia Universidad Católica de Valparaíso  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Pontificia Universidad Católica de Valparaíso  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2019</year>
</pub-date>
<volume>22</volume>
<numero>2</numero>
<fpage>187</fpage>
<lpage>211</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0123-12942019000200187&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0123-12942019000200187&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0123-12942019000200187&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El objetivo de este estudio es caracterizar la convivencia y la cultura escolar desde la perspectiva de la inclusión. El diseño del estudio es mixto: evaluación cuantitativa de las dimensiones convivencia escolar inclusiva y cultura inclusiva, en 129 escuelas chilenas (N = 2868 estudiantes, 1129 padres y 741 docentes y profesionales de la educación). Luego, seleccionamos dos casos extremos y realizamos una aproximación etnográfica. Los resultados indican que la escuela con baja convivencia escolar y baja cultura inclusiva mantenía relaciones interpersonales fragmentadas, con desorganización de roles y funciones y con un foco de interés prioritario puesto en la mejora de la convivencia. En contraste, la escuela con alta convivencia escolar y alta cultura inclusiva presentaba relaciones humanas cohesionadas, claridad de roles y funciones y su actual foco era de carácter pedagógico.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract 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.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O objetivo deste estudo é caracterizar a convivência e a cultura escolar a partir da perspectiva da inclusão. O desenho do estudo é misto: avaliação quantitativa das dimensões convivência escolar inclusiva e cultura inclusiva em 129 escolas chilenas (N = 2.868 estudantes, 1.129 pais e 741 docentes e profissionais da educação). Logo, selecionamos dois casos extremos e realizamos uma aproximação etnográfica. Os resultados indicam que a escola com baixa convivência escolar e baixa cultura inclusiva mantinha relações interpessoais fragmentadas, com desorganização dos papéis e das funções, e com um foco de interesse prioritário na melhora da convivência. Em compensação, a escola com alta convivência escolar e alta cultura inclusiva apresentava relações humanas coesas, clareza de papéis e funções, e seu atual foco era de caráter pedagógico.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Convivencia escolar]]></kwd>
<kwd lng="es"><![CDATA[inclusión educativa]]></kwd>
<kwd lng="es"><![CDATA[cultura escolar]]></kwd>
<kwd lng="es"><![CDATA[etnografía]]></kwd>
<kwd lng="es"><![CDATA[etnología]]></kwd>
<kwd lng="es"><![CDATA[Chile]]></kwd>
<kwd lng="en"><![CDATA[School coexistence]]></kwd>
<kwd lng="en"><![CDATA[education inclusion]]></kwd>
<kwd lng="en"><![CDATA[school culture]]></kwd>
<kwd lng="en"><![CDATA[ethnography]]></kwd>
<kwd lng="en"><![CDATA[ethnology]]></kwd>
<kwd lng="en"><![CDATA[Chile]]></kwd>
<kwd lng="pt"><![CDATA[Coexistência escolar]]></kwd>
<kwd lng="pt"><![CDATA[inclusão educacional]]></kwd>
<kwd lng="pt"><![CDATA[cultura escolar]]></kwd>
<kwd lng="pt"><![CDATA[etnografia]]></kwd>
<kwd lng="pt"><![CDATA[etnologia]]></kwd>
<kwd lng="pt"><![CDATA[Chile]]></kwd>
</kwd-group>
</article-meta>
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