Attention to diversity in the Schools of Culture and Artistic Diffusion in Chile

In Chile, the latest educational reforms have evidenced a significant advance in the promotion of educational inclusion with the purpose of guaranteeing the right of access, permanence and graduation of all people to the Educational System. Along with this, special emphasis is placed on the initiatives promoted by the Ministry of Education (MINEDUC) and the Ministry of Culture, Arts and Heritage (MINCAP) of Chile for the development of artistic education linked to inclusive transformative education. As it is, the strengthening of the Chilean Escuelas de Cultura y Difusión Artística, from where the value of collective reflection on pedagogical practices and the possibilities of building more comprehensive educational projects in a framework of improving the quality of education is rescued. education. The purpose of this study is to investigate the treatment of diversity that is carried out in the Escuelas de Cultura y Difusión Artística. Mainly, to answer those questions about the actions and the role played by the main managers (teachers and management team) regarding the promotion of attention to diversity. Along with this, express the clear will to characterize those actions that can be improved with the main purpose of designing and validating a Diversity Attention Plan for the sake of better educational attention. In this regard, a mixed study has been carried out, through the study of multiple cases. To do this, four publicly owned and privately subsidized educational centers that are distributed in different regions that cover the central and southern areas of the country are analyzed. For the analysis of the sources, the instruments selected for the collection of information were: (a) Questionnaire, aimed especially at the teaching staff of the educational centers (subject teachers and differential education professionals) (b) Semi-structured interview, mainly to the teams directors (directors, heads of the Pedagogical Technical Unit, artistic coordinator and coordinator of the School Integration Program); (c) Documentary analysis of institutional approaches (Institutional Educational Project); and, (d) Discussion group, aimed at theoretical and practical experts. The results obtained confirm the will of the educational communities to promote educational projects aimed at inclusion, which allow resignifying the forms of participation, learning and recognition of diversity in the face of a better functioning of school dynamics.