La inclusión en las universidades chilenas: del discurso a las interacciones prácticas, políticas y culturales

The comprehension of what is understood as inclusion has been a challenging task for Chilean society (Ocampo, 2011; Salinas, Lissi, Medrano, Zuzulich, & Hojas, 2013; Mella, Diaz, Munoz, Orrego, & Rivera, 2013; Bernal, 2013; Ocampo, 2015). Bearing this in mind, the aim of this study is to learn how the concept of inclusion is constructed in documents related to the strategic plans of several Chilean universities. A qualitative approach was adopted, following a descriptive design, with content analysis techniques associated with Relevance Theory and supported using the software AntConc.inc. The analysis showed that  universities only cover 9 of 32 indicators defined by the United Nations, Educational, Scientific and Cultural Organization  (UNESCO) as inclusive policies and practices. There is a similar situation with indicators proposed as inclusive cultures, where 8 out of 13 indicators are covered. The results lead to the conclusion that Chilean universities are incipiently assuming the development of a more inclusive society.