Justicia curricular en la educación especial chilena

The historical evolution is a relevant process to understand the epistemological evolution of certain elements, in this case, of special education. This article proposes to be a documentary review of the Chilean regulations that have safeguarded the principles of integration and currently of inclusion. It conceptualizes a theoretical vision of curricular justice from a social justice perspective. It addresses the emergence and consolidation of special education in Chile, starting with the construction and implementation of the first school for the deaf in 1852 and the vision of therapeutic pedagogy. The enactment of decrees and laws that promoted the attention of students with disabilities in 1976 - 1981 and updated in the 90's. The recognition of diversity between the years 2010 - 2023 with regulations that validate gender identity and finally the change of vision focused on the deficit for an inclusion focused on barriers and hindrances. In conclusion, special education in Chile between 1850 and 2023 has evolved from a concept of integration to social inclusion of people. At the beginning, giving curricular response to people with disabilities and currently, ensuring the expression of diversities and subjectivities.