The article interrogates the meaning of social representations towards migrants in two ways: first, it asks about its itinerary through Chilean’s history; and second, it asks for its influence on the ways we relate to migrants. To assess the influence of representations on the Chilean school system, this article focuses on the aspects that determine negative relationships within the school, which obstruct the recognition of the Other. The essay frames its analysis using the theory of recognition of Axel Honneth looking for a renewed view of interculturalism in Chilean education. The article ends proposing some recommendations related both with public policy as well as with the configuration of a teaching ethos.

Immigration, school, recognition, interculturalism.