Abstract

This article discusses the state of the art of the inclusion of migrants in the Chilean school system and analyzes both the unresolved tensions in the educational policies about it and the demands which arise from the attainment of an inclusive education. It is based on a systematic review and analysis of 53 articles published between 2015 and 2020, indexed on the WoS, Scopus or Scielo data bases. It finds that there are challenges for inclusion in the design of policies, the training of teachers in inter-culturality, the relevance of the curriculum and dealing with discriminating and racist behaviors.