Abstract
The article describes the findings of a doctoral thesis aimed at interpreting the cultural integration of immigrant students in two Chilean schools, as well as representations of teachers, managers, classroom teachers, non-teaching professionals, parents and/or guardians and students on the relations of Otherness, appreciation of Otherness and Cultural Identity. Findings: Both schools the relations of Otherness with the immigrant student are of superficial character, lack to deepen the own characteristics of differentiation such as: Psychosocial and Sociocultural. In relation to the Otherness, both institutions, there is not installed the understanding of the change in the reciprocal alternation of the cultures that recognizes the different one as a valid interlocutor in a dialogical, ethical and political project. Finally, the valuation of the Cultural Identity, in both institutions prevails an assimilating approach of cultural adaptation, which implies submission and identification to the system of values of the culture that receives.
Highlights
The article describes the findings of a doctoral thesis aimed at interpreting the cultural integration of immigrant students in two Chilean schools, as well as representations of teachers, managers, classroom teachers, nonteaching professionals, parents and/or guardians and students on the relations of Otherness, appreciation of Otherness and Cultural Identity
Both schools the relations of Otherness with the immigrant student are of superficial character, lack to deepen the own characteristics of differentiation such as: Psychosocial and Sociocultural
In relation to the Otherness, both institutions, there is not installed the understanding of the change in the reciprocal alternation of the cultures that recognizes the different one as a valid interlocutor in a dialogical, ethical and political project
Summary
El ingreso del estudiante inmigrante es un desafío para la escuela municipal en tanto que espacio de reproducción y validación de discursos, dinámicas y prácticas diversas de convivencia social escolar. Esto genera que hay escaso conocimiento sobre los focos que requieren mayor atención, como podría ser la inserción educacional, el acceso a servicios locales su integración cultural. La contribución de esta investigación es dar a conocer las representaciones, de los actores invitados como primera fuente informativa, nos parece de vital importancia porque explicitan visiones del trabajo cotidiano sobre la diversidad cultural, en sus prácticas pedagógicas y, a la vez, conocer los argumentos de las implementaciones e innovaciones realizada estos años. Se desprende al análisis y discusión de los grupos participantes que procura determinar el grado de aproximación o distancia que tienen las representaciones discursivas con las categorías conceptuales teóricas.
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