Having achieved the coverage challenges following compulsory policies and a financing system via demand subsidy conditioned to enrollment and attendance, but faced with the scenario of school segregation, Chile has set itself the goal of advancing towards the right to an inclusive education and of quality. In this article we identify and analyze three critical nodes that affect the possibilities of achieving this goal: a) a tension between the logic of integration and educational inclusion, b) a market-based model that does not consider public values, and c) a new educational architecture, based on the logic of individual accountability, which places the possibility of educational improvement in individual incentive systems tied to the achievement of high performance tests. We discuss the need to address and unlock these nodes through transdisciplinary research.

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ResumenEl aprendizaje de la historia implica aprender a mirar el pasado de una manera particular, y es en el discurso del aula donde el profesor interactúa con sus estudiantes acercándolos a esta forma de pensar, representar y comunicar el mundo social desde tres dimensiones: tiempo-espacio, causalidad y evidencialidad (Oteíza, 2009). La perspectiva multimodal sobre la comunicación considera el potencial semiótico de los distintos recursos que son entrelazados en el discurso para crear significados en contexto. Esta investigación (Fondecyt 1130684) se lleva a cabo siguiendo un enfoque multimodal, la lingüística sistémica funcional y la teoría de la valoración, para explorar las opciones semióticas de tres estudios de caso: profesores de historia enseñando a sus estudiantes de 1° año de educación secundaria. El corpus está constituido por el registro audiovisual de tres clases introductorias de la misma unidad curricular: la Segunda Guerra Mundial. Luego de un análisis multimodal del discurso, los hallazgos nos indican que los profesores optan por distintas combinaciones de medios y modos semióticos para enseñar el mismo contenido. Respecto del conocimiento disciplinar, el despliegue de mapas, listados y cronologías sobre el pizarrón en interacción con la lengua oral aportan a la construcción de la dimensión temporal y espacial, mientras que recursos visuales, como fotografías y videos, aportan a la evidencialidad. Entre tanto la lengua oral construye el aprendizaje de la causalidad en historia, potenciando la afiliación de los estudiantes a la interpretación propuesta de los procesos históricos. Al mismo tiempo, el recurso lingüístico es el soporte mediante el cual el propio profesor se representa a sí mismo en el discurso pedagógico como un narrador con distintos grados de subjetividad.Palabras clave: análisis del discurso, discurso pedagógico de la historia, multimodalidad,potencial semiótico, género AbstractLearning history involves learning to look to the past in a particular way. In classroom discourse, teachers interact with students bringing them into thinking, representing and communicating social world from three dimensions: time- space, causality and evidentiality (Oteíza, 2009). The multimodal perspective on communication considers the semiotic potential of the various resources that are intertwined in discourse to create meaning in context. This research (Fondecyt 1130684) is carried out from the multimodal approach, systemic functional linguistics and appraisal theory, to explore the semiotic options of three case studies: three teachers of history in the 1 st year of Secondary School. The corpus consists of the audiovisual record of three introductory lessons within the same curriculum unit: World War ii. After a multimodal discourse analysis, findings indicate that each teacher chose different combinations of semiotic media and modes to teach the same content. Concerning disciplinary knowledge, the deployment of maps, lists and timelines on the board in interaction with spoken language contribute ...

The development of the concept of inclusive education was based on several sources and surrounded by other notions, such as failure, quality and effectiveness, which influence its interpretation and implementation. This article is a theoretical discussion that seeks to understand, from an educational perspective, how this confluence of ideas was formed. To that end, we establish a historical chronology of international policies, national Chilean policies, and research trends, which are understood as universal concerns, work hypotheses and objects of study, respectively. The discussion reveals the complexity of the concept when we contextualize it and when we clarify its logic in psycho-pedagogical terms and in terms of resource effectiveness, quality and inclusion.

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