Strategies and inclusion practices of migrant students in Arica and Parinacota schools, northern border of Chile

The aim of this article is to describe and characterize the strategies and sociocultural insertion practices in migrant students (Peruvians and Bolivians) in schools located in the Arica and Parinacota region, Northern Chile. It is analyzed how the formal educational system has not developed institutional mechanisms of sociocultural integration that allow an appropiate insertion to foreign students in chilean schools, whereby, different social agents (students, parents and representatives) have had to display strategies and specific insertion practices adapted to the local context, generating emerging mechanisms of sociocultural integration.