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espanolRESUMEN El articulo presenta los resultados de una investigacion que indago en las opiniones de profesores y apoderados de seis escuelas que poseen una relativa mixtura social entre el estudiantado. En base a entrevistas, estos expresaron sus disposiciones hacia la inclusion social, evidenciando sus sentidos de justicia, sus temores y los condicionamientos que van configurando sus subjetividades en torno al tema. Se propone que las opiniones sobre la conveniencia de trabajar en escuelas con mixtura social expresan subjetividades en tension. Por una parte, los docentes y apoderados reconocen que la seleccion socioeconomica y academica asegura ambientes escolares menos conflictivos; por otra, entienden que convivir con ninos y ninas de diversas clases sociales tiene efectos virtuosos para la formacion integral y ciudadana. Las ambivalencias y tensiones de sus discursos expresan los dilemas que enfrentan los procesos de desegregacion del sistema escolar en Chile. EnglishABSTRACT The article presents the results of a research that inquired into the opinions of teachers and parents of six schools that have a relative social mix among the students. Based on interviews, they expressed their dispositions towards social inclusion, evidencing their sense of justice, their fears, and the conditions that shape their subjectivities around the issue. It is proposed that opinions on the desirability of working in schools with social mix express subjectivities in tension. On the one hand, teachers and parents recognize that socio-economic and academic selection ensures less conflictive school environments; on the other, they understand that living with children of different social classes has positive effects for a comprehensive and citizenship education. The ambivalences and tensions of their discourses express the dilemmas faced by the desegregation processes of the school system in Chile.

Inclusión social: miradas de los docentes y apoderados frente a la mixtura social en sus escuelas