Educación inclusiva y nueva gestión pública en las políticas de liderazgo escolar en Chile

Abstract

This article reports on the results of a study analyzing educational politics that question and regulate the work of managerial teams. This is done through an inclusive approach and according to the principle set forth by the new public management (known in Spanish as NGP) in Chile. We performed a documentary review and a thematic analysis of 24 official texts published between 1980 and 2020. Our results show that four versions of inclusive education coexist within leadership politics. They question the work of management teams as support programs, as school environments, as professional knowledge and as legal matters. These forms of questioning also coexist with other forms belonging to NGP, such as the advancement of a management style based on indicators, results and competency. Final arguments present a comparison of rationals affecting the possibility of leadership within inclusive schools.