Curriculum in contexts of migrant students: The complexities of curriculum development from the perspective of classroom teachers

Abstract

Current statistics indicate that Chile is one of the main migration destinations within the region. The increase in the migrant population has generated a transformation in the educational culture of the country, expanding the diversity that was commonly attended at the school. However, studies investigating the processes of integration of migrant children reveal the presence of discriminatory and racist behavior by the educational community. On the other hand it can be seen that the curriculum implemented in these establishments is decontextualized. In addition, at the government level there is a lack of educational policies that foster intercultural curriculum proposals to address the ethnic-culture diversity of migration. Therefore, the objective of this research is to “describe the curricular development of teachers working in two urban schools with migrant students in the district of Santiago”.