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espanolEn esta investigacion se analizaron -desde el marco de la educacion inclusiva- las practicas co-docentes de una dupla del Programa de Integracion Escolar, PIE (educadora diferencial y profesora regular) en una escuela municipal de la V region, Chile. Se realizo un estudio de caso a partir de la revision de documentos de trabajo de la dupla, observacion directa en aula y entrevistas reflexivas sobre la practica. El estudio se desarrollo utilizando analisis de contenido a traves del metodo de comparacion constante. Se identificaron 7 categorias que fueron organizadas en tres dimensiones de analisis (practica, politica, cultura) las cuales facilitaron la comprension de esta experiencia de trabajo co-docente. Los resultados permiten identificar la modalidad de apoyo como el enfoque de practica predominante de la dupla y deducir, desde un marco inclusivo, barreras y facilitadores para el desarrollo de un trabajo colaborativo en las escuelas. EnglishIn the context of inclusive education, this research analyzed a couple's co-teaching practices carried out by a differential educator and a regular teacher, within the School Integration Program of a municipal school of the V region, Chile. The research conducted corresponds to a case study, based on documentation review (work developed by the couple), observation in the classroom and reflective interviews about their practice. The research has been done using content analysis through the constant comparative method. Seven categories have been identified, which were organized in three dimensions of analysis: practice, politic and culture, which facilitate understanding of this co-teaching experience. Results allow the identification of a "support mode" as the main approach of the practices developed by the couple and deduce, within the inclusive perspective, possibilities and barriers to develop the collaborative work in the schools.

Prácticas de co-docencia: el caso de una dupla en el marco del Programa de Integración Escolar en Chile