Resumen de El aquí y ahora: políticas de educación inclusiva en Chile, España, Honduras y México. Un análisis comparativo
Andrea Vázquez Hernández, Lorena Soto Benítez, Leonel Mauricio Álvarez Norales
Inclusive and quality education is a right recognized by various international organizations, such as Unesco, the OAS and Cepal, to which most countries have adhered with the aim of responding to the demands of an increasingly aware and competitive world from a rights and social justice approach. To assess whether the efforts made by Chile, Spain, Honduras, and Mexico are aimed at achieving this objective, this paper offers a comparative analysis of the educational policies of these countries, focusing on three aspects: access and permanence, educational trajectory, and accountability. The evidence shows diverse realities: Spain has made significant progress towards inclusive and quality education; while Honduras faces structural barriers that prevent guaranteeing this right to all primary and secondary students; in Mexico, inclusive education policies have incorporated the democratic consensus of the members of the school community, a situation that has slowed down the process; Chile is still in tension between competitiveness and inclusion as the driving force of public education. The above shows that inclusive and quality education is still a pending task. It remains a privilege for some and not a right for all.
