Abstract

The objective of the present article is to evaluate from a qualitative approach- by documental analysis- the adjustment of the current educational public policies in Chile, the incorporation to the school system of foreign boys, girls and teenagers (NNA). We are assuming that the recognition of sociocultural diversity is part of the dimensions in order to get an education quality. The results show that the devices that regulate education in Chile globally consider no discrimination and universal access to it. However, there is a lack of explicit regulations that can mediate the incorporation of foreign students considering their administrative and educational needs. The main recommendation, given the discoveries, it’s related to explicitly stating this dimension, generating procedures, instances and resources that allow a positive integration of this kind of students, ensuring the achievement of their comprehensive learnings.

Keywords: right to education; migration; public policies