Towards an inclusive school culture: challenges and opportunities for the PIE in Chile

The study analyzed the conditions that enabled the effective implementation of the School Integration Program (PIE) in a particular subsidized school in Valparaíso, considering the Chilean regulatory framework for inclusive education. It highlighted that education, conceived as a fundamental human right, was supported by laws and decrees that promoted equity, diversity, and the inclusion of students with special educational needs (SEN). The PIE was presented as a key policy for removing barriers and guaranteeing specialized support, although its implementation required pedagogical leadership, collaborative work, and efficient management of human and material resources.The analysis showed that the effectiveness of the PIE depended on the coordination between the Institutional Education Project (PEI), the Education Improvement Plan (PME), and pedagogical practices. However, challenges persisted related to insufficient teacher training in inclusion, limitations in resource management, and the need to strengthen diagnostic and curricular evaluation processes. State subsidies were identified as contributing to improved educational conditions, although they were sometimes insufficient to meet the multiple demands of the inclusive process.At the school studied, the implementation of the PIE was closely linked to its institutional mission and values of respect, fraternity, and solidarity, creating an environment conducive to diversity. It was concluded that moving toward inclusive education required not only regulations and funding, but also a profound cultural change aimed at valuing diversity as a resource for learning and social coexistence.