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espanolLa llegada de poblacion migrante en edad escolar a Chile ha generado un conjunto de desafios para el Estado, el sistema educativo y en especial para las escuelas que reciben a ninos y ninas extranjeras, instalando la preocupacion por alcanzar la inclusion y el respeto de los derechos de todos y todas. Al respecto, son multiples los factores que intervienen en este proceso, sin embargo, la posibilidad de avanzar hacia la inclusion educativa en escuelas con presencia de ninos y ninas de origenes diversos, esta mediada en buena medida por la valoracion que tengan los docentes acerca de sus estudiantes. Bajo tales premisas, la investigacion que da origen a este articulo se propuso conocer la percepcion que tienen los y las profesoras de dos escuelas de la comuna de Santiago respecto de la inclusion educativa de estudiantes migrantes en sus escuelas, y las posibilidades que se vislumbran para la construccion de una cultura inclusiva. A traves de una metodologia mixta, que combino la aplicacion de encuestas y entrevistas semiestructuradas se pudo establecer que los y las docentes poseen una vision restringida de la inclusion, asumiendo que los migrantes presentan una serie de deficits academicos y de comportamiento que dificultan su proceso de inclusion y su plena participacion en las escuelas. EnglishThe arrival of a migrant population of school age in Chile has created a set of challenges for the State, the education system and especially for schools that receive foreign children, establishing a concern to achieve inclusion and respect for rights of all. In this regard, there are many factors that intervene in this process, however, the possibility of advancing towards inclusive education in schools with boys and girls of diverse origins is largely mediated by the appraisal teachers have of their students. Under this premise, the aim of the research that originated this article was to get to know the perception teachers have in two schools of the borough of Santiago, about inclusive education of the migrant students in their schools, and the possibilities for the construction of a culture of inclusion. Through a mixed methodology with surveys and semi structured interviews, it was possible to establish that these teachers have a restricted view of inclusion, and that they assume that migrants have a series of academic and behavioral shortcomings that hinder their inclusion and full participation in schools.

Percepciones Docentes en torno a la Presencia de Niños y Niñas Migrantes en Escuelas de Santiago: Retos y Desafíos para la Inclusión