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Gestión escolar e inclusión de estudiantes migrantes: tensiones y desafíos en la implementación de políticas educativas.

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Title: Gestión escolar e inclusión de estudiantes migrantes: tensiones y desafíos en la implementación de políticas educativas.
Alternate Title: School management and migrant student inclusion: tensions in the implementation of educational policies.
Authors: Poblete-Melis, Rolando1, Jiménez-Vargas, Felipe2 fjimenezv@udla.cl, Valdés-Morales, René3
Source: Educación y Humanismo. ene-jun2026, Vol. 28 Issue 50, p1-23. 23p.
Subject Terms: *Educational leadership, *Immigrant students, *School administration, *Student engagement, *Education policy, Chileans, Policy analysis
Geographic Terms: Chile
Abstract (English): Chile has become the country with the highest proportion of migrant population in Latin America, posing significant challenges to the inclusion of migrant students, particularly regarding the role of school leaders who are responsible for managing this inclusion at the school level. Objective: this study aimed to explore and analyze how school principals in institutions with a high number of migrant students appropriate and implement ministerial policies on migration and schooling. Methodology: a qualitative, descriptive methodology was employed, including semi-structured interviews with five school principals and a workshop with 14 school leaders from the Metropolitan and Valparaíso regions. Results: the analysis revealed four key findings: limited knowledge and instrumental use of policies; minimal dissemination and support from the Ministry of Education; a shift from pedagogical to administrative leadership; and partial implementation, marked by cultural resistance and weak teacher engagement. Conclusions: these findings indicate that the implementation of inclusive policies is shaped by institutional and subjective factors, leading to a voluntarist approach to school management and creating tensions in the leadership role. The study argues that leadership should be a critical and transformative practice and offers recommendations for the school system. [ABSTRACT FROM AUTHOR]
Abstract (Spanish): Chile se ha convertido en el país con mayor proporción de población migrante en América Latina, lo que plantea desafíos significativos al proceso de inclusión de estudiantes migrantes, en especial al rol de los líderes educativos, quienes a nivel de las escuelas deben gestionar su inclusión. Objetivo: este estudio se propuso explorar y analizar los procesos de apropiación e implementación de las políticas ministeriales sobre migración y escuela por parte de los directores/as escolares en escuelas con alta matrícula migrante. Metodología: se utilizó una metodología cualitativa de tipo descriptivo, mediante entrevistas semiestructuradas a cinco directivos y un taller con 14 líderes escolares de las regiones Metropolitana y de Valparaíso. Resultados: el análisis reveló cuatro hallazgos principales: conocimiento limitado y uso instrumental de las políticas; escasa difusión y acompañamiento ministerial; desplazamiento del liderazgo pedagógico hacia lo administrativo; e implementación parcial, con resistencias culturales y apropiación docente débil. Conclusiones: los resultados muestran que la implementación de políticas inclusivas dependen de factores institucionales y subjetivos, lo que genera una gestión voluntarista y tensiona el rol directivo. Se plantea que el liderazgo debe ser una práctica crítica y transformadora, y se proponen orientaciones para el sistema escolar. [ABSTRACT FROM AUTHOR]
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Database: Education Research Complete
Description
Abstract:Chile has become the country with the highest proportion of migrant population in Latin America, posing significant challenges to the inclusion of migrant students, particularly regarding the role of school leaders who are responsible for managing this inclusion at the school level. Objective: this study aimed to explore and analyze how school principals in institutions with a high number of migrant students appropriate and implement ministerial policies on migration and schooling. Methodology: a qualitative, descriptive methodology was employed, including semi-structured interviews with five school principals and a workshop with 14 school leaders from the Metropolitan and Valparaíso regions. Results: the analysis revealed four key findings: limited knowledge and instrumental use of policies; minimal dissemination and support from the Ministry of Education; a shift from pedagogical to administrative leadership; and partial implementation, marked by cultural resistance and weak teacher engagement. Conclusions: these findings indicate that the implementation of inclusive policies is shaped by institutional and subjective factors, leading to a voluntarist approach to school management and creating tensions in the leadership role. The study argues that leadership should be a critical and transformative practice and offers recommendations for the school system. [ABSTRACT FROM AUTHOR]
ISSN:01242121
DOI:10.17081/eduhum.28.50.8331