Imaginarios sociales sobre los procesos de inclusión e integración de una comunidad educativa en Concepción, Chile

School inclusion has been widely used recently in pedagogical regulations and practice. However, are these practices inclusive or do they fall under a rather integrative paradigm? This article seeks answers in the theory of social imaginaries, with the general objective of identifying a dominant social imaginary and another dominated one, based on the concepts of inclusion and integration in the teaching work and the PIE team of an educational community in the commune of Concepción, Chile. To achieve the above, the following specific objectives are developed: (i) analyze the discursive content emitted by the interviewees, and (ii) identify social imaginaries based on the concepts of Inclusion and Integration in the teaching and team work. PIE, according to the speeches of the study participants. An interpretive qualitative research is carried out, with a phenomenological approach, and the qualitative content analysis technique is applied, through which the dominance of those social imaginaries that are linked to the concept of integration is evident, which, according to what narrated, says quite a bit about the regulations that determine the functioning of the PIE. However, it is also seen in an emergent way, and as a dominated imaginary, that which points towards school inclusion.