Abstract

In Chile, many children who have migrated with their families are outside the educational system. Although intercultural education policies exist and progress has been made in terms of instruments for access to education, folkloric practices, the predominance of a monocultural curriculum and disdain for different languages persist. The migratory trajectories of children are constructed from an adult-centric and ethnocentric approach, forgetting that in most cases children do not participate in the desicion to migrate and are the ones put in a situation of greater vulnerability. Through a case study design, migrant families and pedagogical teams from educational institutions in the cities of Santiago and Talca were interviewed. The results demonstrate institutionalized violence in the educational system, school admission processes have been automated through platforms that are difficult to access for families and a lack of curricular flexibility to respond to the particularities of displacement. We recommend advancing an intercultural approach based on the reciprocity of cultures that promotes processes of inclusion and greater social cohesion.