Foreign School Enrollment in Chilean Public Educational Institutions: Perspectives from School Management Teams and Teachers

Abstract

The aim of this article is to investigate the perceptions and explanations surrounding the enrollment of foreign students, as articulated by the team of head teachers and teachers in two public educational institutions located in the Metropolitan Region. A qualitative methodology was used through the application of semi-structured interviews, revealing that explanations often attribute the presence of foreign students to the natural distribution of the foreign population. However, it became apparent that strategic processes, initiated by different representatives of educational institutions underlie these explanations. The study also highlights the need for the Chilean school system to implement policies promoting cultural diversity. This includes ensuring the recognition of linguistic plurality by incorporating the teaching of mother tongues, acknowledging identity diversity through acceptance of distinctive cultural aspects in the school curriculum, institutional practices, and initial and continuous teacher training. Overall, the findings underscore the imperative for comprehensive measures to embrace and celebrate cultural diversity within the educational framework.