Abstract

This work systematizes and critically analyzes the inclusion experience of international students in schools of the Chilean educational system, an emblematic case of advanced neoliberalism. Through an ethnographic research approach conducted in six public schools over the past six years, the results reveal a set of barriers and facilitators resulting from self-taught work in schools. The discussions aim to highlight tensions arising from the confluence in the school space of neoliberal educational principles with inclusion policies and programs for students of foreign origin. Through the experience of this set of participating schools, the final reflections offer a critical reading of this convergence, its impact on the day-to-day work of schools, as well as pending challenges in inclusive education policies.