Avances y retrocesos en políticas educativas dirigidas a la población migrante en Chile: El caso del “identificador provisorio escolar”

Abstract

Following various education policies which failed to guarantee the educational integration of migrant pupils in Chilean public schools, a “temporary school identification number” was introduced in January 2017, with the purpose of securing these children’s rights to access and stay in school. Given the current lack of information regarding the effectiveness of this public policy, the present article explores how this normative has been implemented in Chilean schools. Employing a qualitative descriptive design, the article is based on 8 semi-structured interviews with the school principals and the administrative officers of 4 schools in Santiago. The results show that this normative is generally effective in ensuring access and stay in school for the migrant pupils. Nevertheless, the results also pinpoint the lack of a complementary education policy that systematically guides schools with regards to curricular adaptation, academic leveling, and reception plans, three elements that play a key role in the educational attainment of migrant pupils in Chile.

“When there’s something wrong, it’s the colour”

“…In spite of a fast-paced increase in the migration flows in the last decade (Ministerio de Educación 2018; Roessler et al 2020), Chile currently lacks an education policy that can guide schools in their work with multilingual pupils and families with an immigrant background (Campos-Bustos 2019;Pavez-Soto et al 2019;Jiménez-Vargas et al 2020;Poblete and Moraru 2020). This implies a lack of systematic curricular adaptation, academic levelling, and reception plans; a lack of teachers' specialized preparation to diversify their practices; and a general lack of tools (Poblete 2018).…”

Educación intercultural en Chile

“…En este sentido, la ley obliga a incluir a la niñez migrante a través de medidas interculturales y mecanismos inclusivos. En el año 2017 se implementó el sistema del Identificador Provisorio Escolar (IPE), que venía a reemplazar el llamado RUT100, si bien esta política tenía un discurso garantista e inclusivo, se cuestionó su implementación y eficacia (Poblete y Moraru, 2020). Los expertos (Joiko y Vásquez, 2016) recomiendan un proceso de postulación público, centralizado y transparente que entregue información clara a las familias extranjeras sobre funcionamiento del sistema, materias y currículum.…”