Abstract

The article aims to critically analyse how national education policies have contributed to the production of everyday borders in the educational experiences of children and adolescents in migratory contexts, with a special focus on the Norte Grande of Chile. The article is based on a qualitative study in which interviews with key informants and a systematization of public policies were carried out. For the theoretical-empirical work, two theoretical currents are articulated: border studies and critical interculturality. From the analysis of policies and regulations between 1990 and 2021, it is observed that the increase in the migratory phenomenon has reproduced a bordering of educational policies in terms of their operation and language, influencing the racialization of borders, the exclusion of migrant children, and the extension of border control towards schools. The article concluded that the field of education is a form of bordering beyond geo-political boundaries and border zones.