The current educational context and educational policy emphasizes the development of increasingly inclusive educational processes. This scenario challenges educational communities and especially their teachers. This reality generates the interest and relevance of knowing the elements that are, from the voice of teachers, act as barriers and facilitators for inclusive education in Chilean schools that receive public funds. For this purpose, a qualitative study of an exploratory nature and descriptive scope was developed through content analysis. The information used was collected in the context of a training course in inclusive education and diversified teaching strategies, where teachers identified and recorded the facilitators and barriers to inclusive education in their own school contexts, considering the dimensions of inclusive cultures, policies and practices The results account for central parameters related to school establishment, the school community and Chilean education, transversally highlight collaborative professional work.

Inclusive education; Barriers and facilitators; Inclusive culture, politics and practices, Teachers.