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The theme of educational inclusion spans Chilean educational policies. It is often deployed via processes which focus on social segments in which a major need is identified, the so-called Priority Education Policies (PEP). The authors carried out a crossover study of the Chilean case with the theorisation of European PEP (Frandji & Rochex 2011). The genealogic analysis of Chilean PEP invokes tendencies, suggesting complements for a global conceptualisation of PEP. Three main aspects appear: –the expansion of processes designed within the framework of PEP with a steering function, –the semantic evolution of the notion of public and –the privatisation of knowledge production.