Introduction

Introduction

The current investigation is part of the field of studies of migration in Chile, currently starring immigrants mainly from Bolivia, Ecuador, Perú and Colombia in the border city of Arica, the main terrestrial gate through which immigrants enter the country. Despite agreements that regulate and/facilitate transborder relations, there are several problems that characterize the immigrant life in the region, and are tied to historical and social specificities linked to wars and border conflicts, forced Chilenization processes, the complex bond between the «white» Chilean and the «other» (foreign and/or indigenous), the intersection of multicultural ties with the local population which in part acknowledges their Aymara and Afro-cultural backgrounds, as well as the structures of crisis and helplessness experienced by foreign citizens seeking to overcome difficult lives and help their families. This proposal therefore is part of a regional universe not always know where the border area become transnational spaces in areas exposed to contact and internationality, where immigrants from neighboring and distant countries of the continent enter alone, sometimes with their families and their children, or bring them later on or are born in Chile.

However, since the schools are the main meeting places where children arrive and where socialization ties and its habitus in Chile are built, we think it is necessary to conduct a qualitative study that shows the way in which the relationships and interactions develop and make meaning in the school world in the region, where the children of the immigrants necessarily meats Chile and girls and boys, as well as the actors of and educational community. The sons and daughters of the current immigrantion, without having asked for it or even organized it, inherint the immigrations status of their parents, having to experiences the separation from their families, stigmatization, racialization, xenophofia and often abuse from a society that ignores their stories and culturates and thus the important capital that they could bring to our society.

This project proposes to analize and describe the characteristics of everyday school life of the children of Peruvian, Bolivian, Ecuadorian and Colombian immigrants in interaction with Chilean children with or without Andean and Afro descent, in urban or rural educational institutions of the border city of Arica, through the study of the spaces the use for their meaning-making, interactions and relationships they establish with their Children counterparts in the classroom and during recess, considering social, political, cultural, historical and socio-demographic aspects of their families and the tri-border mobility context in which their everyday school experiences are developed.

The proposed methodology comprises a sociological research based on a qualitative methodological design and the use of multimethod data collection strategies. On the first phase, the perspective of classical and contemporary theories will be used to reflect on the phenomenon of immigrantion in the region and in urban and rural areas in eight schools of Arica. During second phase, we will organize fieldwork includes the development of different data collection techiniques and sources based on our research objectives.

We seek to contribute to the field of migrations studies in the region through the scientific knowledge resulting form this study focused on school and children, in order to take a part in national debates to account for the peculiarities this phenomenon has in Arica and thereby contribute to the generation of public policies that would also consider what happens to us and what happens to our children in the region, may they be Chilean or the children of immigrants.