In this article, the focus is on migration towards Chile, especially the children and adolescents entering the Chilean educational system and the use of socio-territorial research as a way of analyzing the construction of identities, which are dynamic and thus influence the educational inclusion of them. One of the goals of the Chilean educational system is related to providing a quality educational environment, where all students can equitably reach their academic potential. In this context, one of the recurring topics in the debate on immigration and school is the tension between the consolidation of prejudices and stereotypes or the capacity of the school to modify them. This paper highlights the importance of socio - territorial studies to understand immigration, and how these progressively influence spatial groups (school community and migrants) and representations / prejudices associated to them.

Migrant education, Cultural identity, Inclusive education, Racial segregation, Urban sociology.