Inclusion of foreign students: questions, demands and challenges towards teachers in Chile

Abstract

The concentration of foreign students in public schools and the absence of a formal model regarding reception have created a challenging scenario for the professional practice of teachers in Chile. The objective of this study was to analyze the demands and challenges set out in the instruments developed by the Ministry of Education on the inclusion of students and families of foreign origin. For this, 15 ministerial documents (2016-2022) were analyzed using the content analysis technique. The main results show a demand for commitment from teachers in the management of cultural diversity. However, the lack of specialized supports and the lack of articulation with the Teacher Professional Development System are areas of concern in a school system that offers guidance but does not establish specialized training or resources to address cultural diversity in the classroom.