Sociological perspectives on migrant children's education: The public chilean schools case

This chapter aims to analyze from a sociological perspective the process of schooling for migrant children based on the observed relationships among students in order to provide inputs to strengthen the dynamics of the Chilean inclusive school system. Its thematic relevance lies in the social impact on minorities of social exclusion in their school experience and its impact on social integration. Through a qualitative approach in five communes of the Santiago metropolitan area (Chile) that concentrate a high migrant population (Bolivian, Colombian, Dominican, Haitian, and Peruvian), the results show the complex social and school reality associated with migration and permanence in the formal school system and migrant group inclusion difficulties in the daily dynamics.