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Teachers' attitudes can be defined as “those intrinsic values and norms of subjects that direct their professional work, in relation to pedagogical processes” (Maturana et al., 2016). At least three factors are at play in the shaping of such attitudes: the perception of social norms that impact educational processes, what was learned during initial teacher training, and the adaptation of individuals to the organizational cultures of the workplace. Bearing this in mind, this article presents the results of a study on teachers' attitudes towards diversity by sexual orientation, gender identity and expression (SOGIE) in Chile, also taking into account other individual differentiating elements that may influence the way attitudes take shape in professional practice: gender, trajectory and geoculture. From the analysis of 20 interviews conducted with teachers in three cities of the country (Santiago, Valparaíso and Talca) as well as a review of 132 curricular networks of pedagogy training programs in the three observed regions, it is concluded that, while teachers do have a favorable attitude towards diversity by SOGIE, it does not translate into a modification of professional work, pedagogical processes or questioning of educational policy. This silent acceptance therefore offers opportunities and limitations to advance the reflection on inclusion. Under these conditions, it is still difficult for the way in which schools constantly produce and reproduce norms that regulate gender and sexuality to be questioned in Chile.
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