ABSTRACTThis case study discusses the implementation of the Chilean school inclusion policies and their relationship with occupational injustice, from the perspective of post-structural ethnography and governmentality studies, as well as through a political discourse analysis. Within a neoliberal education setting ruled by the rationality of accountability, issues remain in the ontology of deficit, on the one hand, and in associated technologies including evidence and diagnostic, on the other. The interest of the revealed government mindset lies on resource effectiveness, where the prevalence of economic discourses establishes a productive relationship with inclusion discourses. We argue that this hegemonic rationality has maintained a seldom questioned influence over normality/difference discourses based on which educational practices are built, resulting in marginalization and occupational apartheid.