Although the field of Theater and Education has advanced towards greater legitimacy in Chile, there is little research regarding the frameworks that guide the work in the classroom, so the question emerges: what are the bibliographic and methodological bases to which theater educators ascribe in Chile? To answer this question, a survey was applied to people who completed undergraduate or extension programs in theater and education in Chile between 2010 and 2020. The findings of this research contribute to delimit or define this domain in Chile, confirming the influence of conceptual frameworks and models whose prevalence must be read in relation to the rules that define the validation-legitimation of certain perspectives and disciplinary positions.