Construction of border subjectivities of childhood by Chilean educational policies in contexts of migration
Keywords:educational policies, migration, critical interculturality, border studies, Latin America
The article aims to critically analyze how educational policies at the national level have contributed to the pre-construction of a certain type of subject that would be influencing the educational experiences of migrant children and adolescents or children of migrants, with a special focus on the Norte Grande of Chile. In particular, the article is based on a qualitative study where semi-structured interviews with key informants and a systematization of public policies were carried out. Two theoretical currents are articulated for the theoretical-empirical work: border studies and critical interculturality. From the analysis, it is concluded that the different forms of pre-figuration of a certain type of subject that is reproduced through educational policies directly influence the inclusion of migrant children and adolescents or children of migrants both in their teaching-learning processes and in the relationships established within the educational communities. These dimensions are related to the adult-centeredness present in public policies; the hierarchization according to sociocultural aspects and the insistence on the narrative of children's legality.
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