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The inclusion of migrant children and adolescents in Chile poses significant challenges, especially in a context of increasing human mobility. Although regulatory frameworks such as the Convention on the Rights of the Child (United Nations, Convention on the Rights of the Child. General Assembly of the United Nations. https://www.ohchr.org/en/instruments-mechanisms/instruments/convention-rights-child , 1989) recognize children and adolescents as subjects of rights, effective inclusion continues to face tensions, exclusions, and institutional gaps. In this scenario, social work emerges as a key actor in promoting inclusive processes. In this sense, schools are positioned as a privileged space not only for learning but also for interventions aimed at strengthening the social fabric, building bonds, and recognizing identity (UNESCO, Global education monitoring report 2019: Migration, displacement and education. United Nations Educational, Scientific and Cultural Organization. https://unesdoc.unesco.org/ark:/48223/pf0000265866 , 2019). From the perspective of social work, with a territorial and intercultural approach, the construction of inclusive educational communities is proposed as a way to strengthen the social inclusion of migrant children and adolescents. Based on the experience of the MigraUdeC project (Department of Social Work, MigraUdeC Project: Intercultural Social Work  [Unpublished report]. University of Concepción, 2022) carried out by teachers and students at the University of Concepción between 2022 and 2025, in collaboration with local actors, we reflect on how territorial links can give rise to concrete mechanisms for inclusion. This initiative highlights the lessons learned, challenges, and tensions that arise in community interventions in educational contexts with migrant enrollment. From a critical and transformative perspective, it proposes that schools should not only function as spaces for learning but also as strategic welcoming environments for building citizenship and social cohesion for migrant children and adolescents.

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Migrant Children

  • 动态工具书词条

  • 发表日期：

    2026年

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  • Gustavo Castillo-Rozas,
  • María Jesús Toledo-Rubilar,
  • Carla Vidal-Figueroa,
  • Paula Cofré-Contreras,
  • José Berríos-Riquelme

摘要

The inclusion of migrant children and adolescents in Chile poses significant challenges, especially in a context of increasing human mobility. Although regulatory frameworks such as the Convention on the Rights of the Child (United Nations, Convention on the Rights of the Child. General Assembly of the United Nations. https://www.ohchr.org/en/instruments-mechanisms/instruments/convention-rights-child , 1989) recognize children and adolescents as subjects of rights, effective inclusion continues to face tensions, exclusions, and institutional gaps. In this scenario, social work emerges as a key actor in promoting inclusive processes. In this sense, schools are positioned as a privileged space not only for learning but also for interventions aimed at strengthening the social fabric, building bonds, and recognizing identity (UNESCO, Global education monitoring report 2019: Migration, displacement and education. United Nations Educational, Scientific and Cultural Organization. https://unesdoc.unesco.org/ark:/48223/pf0000265866 , 2019). From the perspective of social work, with a territorial and intercultural approach, the construction of inclusive educational communities is proposed as a way to strengthen the social inclusion of migrant children and adolescents. Based on the experience of the MigraUdeC project (Department of Social Work, MigraUdeC Project: Intercultural Social Work  [Unpublished report]. University of Concepción, 2022) carried out by teachers and students at the University of Concepción between 2022 and 2025, in collaboration with local actors, we reflect on how territorial links can give rise to concrete mechanisms for inclusion. This initiative highlights the lessons learned, challenges, and tensions that arise in community interventions in educational contexts with migrant enrollment. From a critical and transformative perspective, it proposes that schools should not only function as spaces for learning but also as strategic welcoming environments for building citizenship and social cohesion for migrant children and adolescents.