Abstract

Arica, in the northern chilean border, is part of a historically multicultural territory: this characteristic is part of Arica inhabitants’ common sense, which embraces it as a virtue. Based on interviews with teachers and professionals of public and rural schools in Arica, this article reflects on how aymara children, both chilean-born and immigrant, are perceived by their educators. Results suggest that, although favorable at first sight, perceptions include distinctions and preferences based on ethnicity, nationality, and territory that may crystalize differences among groups, impacting the life and educational trajectories of children.