Inclusive education implies that all children learn together in equal opportunities; This requires that the educational center recognize and value diversity, equate educational opportunities, welcome all, adapt to them and focus their pedagogical action on diversity, in order to provide a quality education without distinction. Given this, the study aimed to understand the social representations of professionals in nursery education establishments in the Araucania region. The type of design implemented was the Grounded Theory, which provides a sense of solid and sensitive understanding of the expressions of the individuals of the context considered. The participants from the theory of discourse are in an informational dimension of the social phenomenon, contradicting the field of representation, considering that many of the statements they make refer only to the cases of children with disabilities, but they make little emphasis on the diversity of teaching, seen from the Curriculum, from the pedagogical practices. there is a discourse focused on the adult, on competences that adults should or should have in order to respond effectively to diversity. But what about the emphasis on children? What is generating this education, supposedly, inclusive, in our children? The truth is that little is evident, both from the senses, elements and distinctions, aspects related to how this impacts on their subsequent equality of opportunities, of learning, of affective development.