The objective of this research was to analyze the translation of Law 21,091 of Higher Education (ES) of Chile in inclusion practices aimed at first -generation students from two regional universities. A multiple case study was carried out, considering global and local documents as a source of information. A qualitative content analysis was applied. The results show the production of three categories: a) prescriptions of inclusive practices in the university, b) pedagogical authority and legal -economic domination and c) the invisible: arbitrary exclusionary practices. It is concluded that Law 21,091 of ES of Chile produces objective prescriptions that are based on a legal habitus, this habitus being reproduced in local documents as practices to regulate the relationship between agents from a perspective of class distinction.