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Dec 27, 2019
Abstract
As of Decree No. 83/2015, diversified education is one of the relevant goals of the MINEDUC (Chile). This decree establishes the use of the Universal Design of Learning (DUA) (CAST, 2011) in order to make the curriculum more flexible, towards a common one and without exclusion for all students. Its implementation has impacted on the different types of establishments. This study reviewed a case of implementation of DUA in a private-subsidized school without a school integration program (PIE). The data was produced from group interviews to classroom teachers and managers, and analyzed from Fundamental Theory. The results show tensions among teachers, naturalization of inequality and the conflict between individual merit and the inclusive paradigm. In addition, it is idealized to have a PIE program. Finally, the tension that the DUA explains and the social function of the school is raised. The lack of regulation to implement public policies by private agents is questioned.
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