Gestión de la diversidad en escuelas chilenas de frontera

This article explores from a qualitative approach, the management model of the diversity present in the representations of teaching practices, expressed by teachers of immigrant pupils in the city of Arica (Chilean border with Peru and Bolivia). Through in-depth interviews and analysis of content, you can perceive the lack of inclusive measures in the classroom, which is justified by the teachers in regard to its duty to treat all students alike, demonstrating a position assimi-lationist toward diversity.