TRAVEL OF THE CONCEPT OF INCLUSION AND ITS INCORPORATION INTO THE EDUCATIONAL PRACTICES OF CHILEAN MUSEUMS BETWEEN 1978 y 2919

Abstract

The concept of inclusion has been a topic of interest for museums for several years, which is reflected in its incorporation into the new definition of museums. Addressing this concept from an educational perspective would allow us to better understand its dimensions and uses in the museology field. Therefore, the article aims to analyze the trajectory of the concept of inclusion and its incorporation into the educational practices of Chilean museums by reviewing documentary sources between 1978 and 2019, from a historical perspective. The elements of participation, access and diversity that characterize inclusive education are monitored, the theoretical framework from which inclusion is addressed in the context of different museology approaches. The study gives us an expanded perspective on the changes in the use of the concept of inclusion in museums, which is part of a process that was configured from the formation of a museum institutionality, and paradigm shifts in matters of human rights, and that currently characterize and give its particularity to education in museums.