Friction metanarratives: caregivers of children with disabilities who attend School Integration Programmes in Chile

For caregivers of children with disabilities, dealing with a school poses several challenges. With a theoretical perspective that mixes the social studies on disability and the studies on care, and through the narrative analysis of 10 cases of caregivers of children with disabilities who attend regular schools with School Integration Programmes, we developed two metanarratives that are almost opposite but not mutually exclusive. In them, the relationship with the school is characterised by friction: either high friction and constant resistance, or low friction indicative of relationships based on acceptance and active institutional support. We present our conclusions about the managerial role played by the caregivers at the school, and we propose a characterisation of a school that would generate low friction by assuming an active and expert role.