CLThe article discusses the challenges of collaborative work in inclusive education in Chile. It critiques the common assumption that passing laws or implementing programs like PIE (Programa de Integración Educativa) alone are sufficient for creating inclusive classrooms. The author argues that inclusion is a dynamic process requiring ongoing effort rather than a static achievement. The piece emphasizes the need to move away from viewing special education teachers as mere classroom assistants and instead promote co-teaching based on mutual respect and shared responsibility. Structural and institutional barriers, such as the lack of formal spaces for collaborative planning, hinder effective inclusion. The article calls for public policies and school management to shift from rhetoric to concrete structural changes, including protected time for collaboration within the workday, to create truly equitable educational environments.
Bias read (Center): The article presents a balanced critique of current educational practices and systemic issues in Chile without overtly favoring any political ideology. It focuses on structural reforms and collaborative teaching models without taking a partisan stance.
