| 要約: | Education plays an essential role in the formation of a more just society. In Chile, inclusive policies coexist with integration education policies. Therefore there is a need to reveal how exclusion, segregative and discriminative practices are presented in schools in order to understand how this processes hinder inclusion. This article presents the results of an interpretive paradigm based study, a qualitative design and a case study research. It takes place in 2019, with the participation of 8 students, in a school with long history and characteristics that make it interesting to know in Temuco City, region La Araucania, Chile. The study analyze and categorize students perceptions about school respond to diversity practices. The research results yielded perceptions about exclusive segregating, integrative and inclusive responde practices, the latter in three categories: relationships, pedagogical strategies and inclusive polices. Discussion shows that exclusion practices are normalized and justified when they do not directly affect the dominant group or, when inclusion can harm the individual performance of the people belonging that group.
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