Rendimiento académico de estudiantes migrantes en las escuelas de la Región de Arica y Parinacota, Norte de Chile

The academic performance of migrant students incorporated in the educational system of the Arica and Parinacota region, northern border of Chile, was analyzed using a qualitative research methodology consisting of a review of official statistics and the application of in-depth interviews to teachers, parents or guardians and the migrant students themselves. 'Critical points' were characterized in the process of academic incorporation of these students, manifesting results that contradict the approaches of the international bibliography. In this particular case, the migrant students have equal or superior returns to those of students of local provenance, which would be the result of a better attitude towards study and the presence of contents previously treated in schooling at their origin, positioning the performance of the migrants as a strategy of inclusion from otherness.