Abstract

Through a qualitative study of an ethnographic nature, based on in-depth interviews (individual and group), this preliminary study inquires about linguistic variation in the classroom, its in-fluence on the educational inclusion of migrant students in Chile, and its relationship with the intercultural education, in a border region, of permanent coexistence with students in this condition. Through in-depth interviews and focus groups with migrant stu-decir dents, teachers, and educational technical managers, it is possible to conclude that the inclusion of students is conditioned by cultur-al aspects that are often ignored and that are presented through the use of the linguistic variation of children and migrant girls, promoting a dynamic of acceptance or rejection of the previous schemes of this group, which have had little attention from teach-ers and educational institutions.