The relationships of otherness, otherness and cultural identity inclusion of immigrant students in municipal school spaces in the metropolitan region

Abstract

The article describes the findings of a doctoral thesis aimed at interpreting the cultural integration of immigrant students in two Chilean schools, as well as representations of teachers, managers, classroom teachers, non-teaching professionals, parents and/or guardians and students on the relations of Otherness, appreciation of Otherness and Cultural Identity. Findings: Both schools the relations of Otherness with the immigrant student are of superficial character, lack to deepen the own characteristics of differentiation such as: Psychosocial and Sociocultural. In relation to the Otherness, both institutions, there is not installed the understanding of the change in the reciprocal alternation of the cultures that recognizes the different one as a valid interlocutor in a dialogical, ethical and political project. Finally, the valuation of the Cultural Identity, in both institutions prevails an assimilating approach of cultural adaptation, which implies submission and identification to the system of values of the culture that receives.