GIVEN THE IMPORTANCE OF TEACHERS IN THE DEVELOPMENT OF EDUCATIONAL INCLUSION, A STUDY WAS CONDUCTED TO DETERMINE WHETHER THERE EXISTS ANY RELATIONSHIP BETWEEN INCLUSIVE SELF-ASCRIPTION AND EMPATHY IN CHILEAN TEACHERS. THE STUDY CONSIDERED 556 TEACHERS FROM PUBLIC AND SUBSIDIZED-PRIVATE SECONDARY EDUCATION SCHOOLS, WITH AND WITHOUT INTEGRATION PROJECT. IT USED A NON-EXPERIMENTAL, CROSS-SECTIONAL, DESCRIPTIVE-CORRELATIONAL DESIGN; DATA WAS COLLECTED BY USING AND THE CAMBRIDGE DEPERSONALIZATION SCALE (BARON-COHEN, 2004) AND THE BOOTH AND AINSCOW´S INCLUSIVE SELF-ASCRIPTION SCALE (2011). THE RESULTS INDICATE THAT THERE IS A WEAK RELATIONSHIP BETWEEN THE VARIABLES SELF-ASCRIPTION AND EMPATHY, WITHOUT DIFFERENCES BETWEEN SECONDARY SCHOOL TEACHERS FROM PUBLIC SCHOOLS WITH AND WITHOUT INTEGRATION PROJECT. IT IS CONCLUDED THAT EVEN WHEN AT A THEORETICAL LEVEL THERE EXISTS CERTAIN LINK BETWEEN POSITIVE ATTITUDES TOWARDS OTHERS AND SOCIAL INCLUSION (AVRAMIDIS AND NORWICH, 2004; SUBIRATS, ALFAMA AND OBRADORS, 2009), IT WAS NOT POSSIBLE TO SUPPORT EMPIRICALLY WHAT THESE AUTHORS PROPOSE IN THEIR THEORY.

THE FOLLOWING WORK IS A THEORETICAL ESSAY IN WHICH AN ANALYSIS OF INCLUSION OF CHILDREN WITH DISABILITIES?S PROCESS IN CHILE IS PRESENTED. IT IS CONSIDERED THAT THE SCHOOL CULTURE AND LEADERSHIP ARE KEY FACTORS IN SCHOOL MANAGEMENT. SPECIFICALLY, IT IS ARGUED THAT SCHOOL CULTURE HAS CHARACTERISTICS THAT WOULD IMPACT IN ACCEPTABILITY AND EFFECTIVENESS OF INCLUSIVE EDUCATION. ITS PROPER IMPLEMENTATION REQUIRES ORGANIZATIONAL CHANGE PROCESSES THAT CREATE A CULTURE ACCORDING TO THE REQUIREMENTS OF INCLUSION; OTHERWISE, INCLUDING STAYS AT THE DECLARATIVE LEVEL, WHICH WOULD SOMETIMES KEEP EXCLUSIONARY PRACTICES IN SCHOOLS. IT IS CONCLUDED THAT CULTURE AND SCHOOL LEADERSHIP ARE IMPORTANT TOOLS FOR THE DEVELOPMENT OF INCLUSIVE EDUCATION TOOLS. COINCIDING WITH BOOTH & AINSCOW?S MODEL SCHOOL MANAGEMENT SHOULD PROMOTE A CULTURE THAT ALLOWS THIS INCLUSION. TO DO THIS PROJECT REAL WE NEED A SCHOOL LEADERSHIP TO CONSIDER BELIEFS AND VALUES IN THE IMPLEMENTATION OF PRACTICES RESPECTING DIVERSITY.

THE OBJECT OF STUDY THAT IS ADDRESSED IN THIS ARTICLE CORRESPONDS TO SPECIFIC CHALLENGES AND DEMANDS THAT PROFESSIONALS THAT MAKE UP THE PSYCHOSOCIAL PAIRS OF SEVERAL SCHOOLS IN THE ÑUBLE REGION IDENTIFY. DUE TO THE NATURE OF THE OBJECT, THE APPROACH CORRESPONDS TO THE QUALITATIVE METHODOLOGY BASED ON THE SOCIO-PHENOMENOLOGICAL APPROACH. THE DATA PRODUCTION WAS MADE IN 10 WORKING GROUPS CONSTITUTED BY PROFESSIONALS THAT MAKE UP PSYCHOSOCIAL PAIRS. AS MAIN FINDINGS WE SEE THAT, FROM THE PERSPECTIVE OF THE ACTORS, THE TASK OF THE PSYCHOSOCIAL PAIRS IS MEDIATED BY THREE FUNDAMENTAL CRITICAL ISSUES, WHICH OPERATE FROM TOTALITY: CONTEXT, NORMATIVITY AND ACTION. THUS, PSYCHOSOCIAL PAIRS WORK IN SCHOOLS AS A RESULT OF A PRO-INCLUSION POLICIES FRAMEWORK, WHICH HAS BEEN PRESSING FOR MORE THAN A DECADE. ITS INCORPORATION TO THE EDUCATIONAL SYSTEM PRESENTS VARIOUS DIFFICULTIES LINKED TO JOB INSECURITY, DIFFUSE ROLES AND FUNCTIONS, AS WELL AS INSTABILITY AND DISCONTINUITY OF PSYCHOSOCIAL INTERVENTION PROCESSES WITH CHILDREN AND THEIR RESPECTIVE FAMILIES. IN SUM, THERE IS A PEDAGOGICAL DISCIPLINARY CLOSURE THAT HINDERS THE INTEGRATION OF THE PSYCHOSOCIAL PAIR AS A VALIDATED UNIT FOR SCHOOL IMPROVEMENT.

EL PRESENTE ARTÍCULO BUSCA DESCRIBIR DE LOS ANTECEDENTES ACADÉMICOS Y DE POLÍTICA PÚBLICA QUE AMPARAN LA PROPUESTA DE CREACIÓN DE UNA NUEVA CARRERA DE PEDAGOGÍA EN ARTES INTEGRADAS, INÉDITA EN CHILE, ELABORADA POR LA FACULTAD DE EDUCACIÓN Y HUMANIDADES DE LA UNIVERSIDAD DEL BÍO-BÍO EN CHILLÁN, A PARTIR DE UN ESTUDIO COMPARATIVO DE LAS OFERTAS DE PREGRADO EN EL ÁREA. EN SU SEGUNDA PARTE, SE ANALIZA SU MALLA CURRICULAR Y PERFIL DE EGRESO QUE APUNTAN A UNA MIRADA INTEGRAL DE LA ENSEÑANZA DE LAS ARTES, CONSENSUADA TRAS UNA ENCUESTA ? DIAGNÓSTICO-, EN EL QUE PARTICIPÓ EL MEDIO ESCOLAR, ESTUDIANTES, EMPLEADORES/AS Y PROFESORES/AS. LOS RESULTADOS DE LA ENCUESTA APUNTAN REVELAN EL INTERÉS QUE SUSCITA ENTRE EL PÚBLICO SECUNDARIO LA PROPUESTA DE UNA PEDAGOGÍA EN ARTES INTEGRADAS, HECHO QUE EVIDENCIA LA NECESIDAD DE PROFESIONALES ESPECIALISTAS EN ESTA ÁREA DEL CONOCIMIENTO, AVALANDO LA PERTINENCIA Y CONTRIBUCIÓN QUE LA CREACIÓN DE LA CARRERA TIENE PARA LA REGIÓN Y LA CONTRIBUCIÓN A LAS METAS DE LA EDUCACIÓN ARTÍSTICA A NIVEL DE PREGRADO EN LA REGIÓN DE ÑUBLE.

LA PANDEMIA POR COVID 19 TRAJO CONSIGO PROFUNDOS CAMBIOS PARA EL SISTEMA EDUCATIVO GLOBAL Y NACIONAL. LAS UNIVERSIDADES DEBIERON ADAPTARSE A UNA NUEVA FORMA DE HACER DOCENCIA, PRINCIPALMENTE, MODIFICANDO SUS PRÁCTICAS DE ENSEÑANZA-APRENDIZAJE. ESTE LIBRO RESPONDE A UN DESAFÍO TRAZADO POR LA RED UNIVERSITARIA ESTATAL DE FORMACIÓN INICIAL DE PROFESORES CON EL OBJETIVO REUNIR EN UNA PUBLICACIÓN PARTICIPATIVA INTERUNIVERSITARIA, EXPERIENCIAS, ESTUDIOS Y DISCUSIONES TEÓRICAS EN TORNO A LA EDUCACIÓN EN TIEMPOS DE PANDEMIA EN CHILE. LAS TEMÁTICAS INCLUYEN PRÁCTICAS PEDAGÓGICAS EN EL CONTEXTO DE PANDEMIA; DIDÁCTICAS, METODOLOGÍAS DE ENSEÑANZA-APRENDIZAJE Y ESTRATEGIAS DE EVALUACIÓN EN MODALIDAD ONLINE; ESTRATEGIAS DE FLEXIBILIZACIÓN, INTEGRACIÓN Y PRIORIZACIÓN CURRICULAR EN TIEMPOS DE COVID, ENTRE OTRAS.

THIS ARTICLE ANALYZES THE OBJECT OF STUDY OF THE TEACHING PROFESSION FROM A BIBLIOGRAPHIC ESSAY. WE AFFIRM THAT THE OBJECT IS PEDAGOGICAL KNOWLEDGE AND THE MECHANISMS OF DISTRIBUTION AND ACQUISITION OF THIS KNOWLEDGE IN TEACHING SITUATIONS (MARTÍN, 2006). THEREFORE, IT IS AN OBJECT CONSTRUCTED, DEFINED AND DEFINED THEORETICALLY AND EPISTEMOLOGICALLY, WHEN THINKING ABOUT THE DISCIPLINE FROM THE PROFESSION, THE FORMATIVE MODELS AND THE PROFESSIONAL KNOWLEDGE THAT IT GENERATES (GADOTTI, 2015; HOUSSAYE, 2014). DOCUMENTARY REVIEW OF 55 SOURCES (70?S UNTIL 2015) WAS CARRIED OUT. THE FINDINGS SHOW THAT LITERATURE COINCIDES IN THE IMPORTANCE OF PEDAGOGICAL KNOWLEDGE, AS A SINGULARITY OF THE PROFESSION. ALSO, FROM A POSTMODERN VISION, EDUCATION EMERGES AS A SOCIAL SCIENCE WHERE KNOWLEDGE IS BUILT FROM THE EDUCATIONAL PRAXIS AS A CONTEXTUALIZED SOCIAL PRACTICE, HISTORICALLY AND CULTURALLY LOCATED. INITIAL TEACHER TRAINING SHOULD EMPHASIZE THE CONSTRUCTION OF PROFESSIONAL KNOWLEDGE AND ITS CONSEQUENT DISCURSIVE COMMUNITY.

THE AIM OF THIS PAPER IS TO ANALYZE THE EFFECTIVENESS OF ORAL LITIGATION AS A TEACHING STRATEGY FOR THE DEVELOPMENT OF ARGUMENTATIVE SKILLS IN SECONDARY EDUCATION TEACHER TRAINING. IT IS BASED ON THE RESULTS OF AN EXPLORATORY CASE STUDY CONDUCTED WITH 162 STUDENTS WHO PARTICIPATED IN THE IMPLEMENTATION OF A STRATEGY, WITH A DESIGN THAT TOOK INTO ACCOUNT PROBLEM-BASED LEARNING, THE TOULMIN ARGUMENTATION MODEL, CURRICULUM COMPETENCE APPROACH, COGNITIVE AND SITUATED LEARNING, AND CONTEXTUAL FOUNDATIONS OF EDUCATION. FOR THE DEVELOPMENT OF WRITTEN AND ORAL ARGUMENTS, PRESENTING DOCUMENTARY EVIDENCE WAS CONSIDERED IN THE CONTEXT OF SIMULATING A LITIGATION. TO EVALUATE THE EXPERIENCE, A FOCUS GROUP WAS CONDUCTED WITH KEY INFORMANTS, WHO FELT THAT THE STRATEGY CONTRIBUTED TO THE DEVELOPMENT OF CONCEPTUAL, PROCEDURAL AND ATTITUDINAL LEARNING. IT IS CONCLUDED THAT THE DEVELOPMENT OF ARGUMENTATION SKILLS IN TEACHER TRAINING STUDENTS IS KEY IN THE DESIGN OF TEACHING STRATEGIES, THE USE AND MOBILIZATION OF THE KNOWLEDGE ACQUIRED, THE ACQUISITION CONTEXTS, AND PREFERABLY OF AUTHENTIC OR REAL APPLICATION.

THE SOCIO-POLITICAL PROCESSES IN EDUCATION AFFECT THE TEACHING PROFESSION. THE OBJECTIVE OF THE ARTICLE IS TO ANALYZE THE SOCIAL REPRESENTATIONS OF TEACHERS AND OTHER RELEVANT ACTORS IN RELATION TO THE PROJECT OF PROFESSIONAL TEACHER DEVELOPMENT LAW. THE METHODOLOGICAL STRATEGY WAS THE STRUCTURAL ANALYSIS OF THE DISCOURSE PUBLISHED BETWEEN MARCH AND JUNE 2015. THE FINDINGS REVEAL SOCIAL REPRESENTATIONS THAT DEMAND GREATER PARTICIPATION IN THE CONSTRUCTION OF THE PROJECT; CHALLENGE THE ACCOUNTABILITY-BASED APPROACH TO TEACHER ASSESSMENT; ARGUE THAT THE PROJECT WILL INTENSIFY THE DISMISSAL, DEPROFESSIONALIZATION AND IMPOVERISHMENT OF WORKING CONDITIONS AND BELIEVE THAT IT IS NECESSARY TO REGULATE THE INITIAL AND CONTINUOUS TRAINING OF TEACHERS. IN SUM, TEACHERS REJECT THE INITIATIVE AS NON-REPRESENTATIVE, BASED ON MISTRUST AND VALIDATING A PUNITIVE EVALUATION SYSTEM THAT MAKES THEM INVISIBLE AS A RELEVANT ACTOR IN THE DESIGN OF THE AFOREMENTIONED BILL.

THIS STUDY AIMED TO ANALYZE THE INTERNAL STRUCTURE AND RELIABILITY OF AN INSTRUMENT DESIGNED TO MEASURE THE ACCEPTANCE OF AND WILLINGNESS FOR SCHOOL INCLUSION, WHICH HAS BEEN CONCEPTUALIZED AS INCLUSIVE SELF-ASCRIPTION. THE METHODOLOGY INCLUDES AN INSTRUMENTAL DESIGN, WITH A REPRESENTATIVE, RANDOM SAMPLE OF SECONDARY SCHOOL TEACHERS IN THE PROVINCE OF ÑUBLE, CHILE. THE NUMBER OF PARTICIPANTS WAS 548 TEACHERS, MALE AND FEMALE, AGED BETWEEN 28 AND 60. THE INSTRUMENT USED WAS AN ADAPTATION OF THE INDEX FOR INCLUSION CREATED BY BOOTH AND AINSCOW. THE RESULTS SHOW SIX FACTORS: TEACHING FOR LEARNING FOR ALL, BUILDING AN INCLUSIVE COMMUNITY, CURRICULAR DESIGN FOR DIVERSITY, SCHOOL POLICIES FOR DIVERSITY, INCLUSIVE PRACTICES IN SCHOOLS, AND DEVELOPMENT OF A CULTURE FOR INCLUSION. THESE DIMENSIONS WERE CLUSTERED INTO THREE NEW FACTORS, NAMELY, PEDAGOGICAL PRACTICES, INCLUSIVE CULTURES, AND INCLUSIVE POLICIES. THE LEVEL OF RELIABILITY OF THE INSTRUMENT WAS HIGH (? = .954)