Promoción de escuelas inclusivas en contextos migratorios rurales. Análisis desde el enfoque territorial del desarrollo

espanolRESUMEN: El presente estudio tiene como proposito analizar como, a partir de la dimension territorial, es posible proponer un sistema escolar inclusivo en contextos migratorios diversos. Para tal efecto se discute en torno a elementos teoricos y desde un enfoque territorial, las estrategias de intervencion para que los diferentes niveles de gobierno tengan participacion en el fortalecimiento de las estancias y espacios de educacion publica ante un contexto de recepcion de migrantes internacionales. Asi, desde el enfoque territorial, la educacion se presenta como puente y motor de aspiraciones para el desarrollo de las comunidades rurales, siendo necesario profundizar en los mecanismos educativos en los territorios que tienen una importante movilidad de personas mediante la migracion. En su conjunto, los resultados sugieren que las politicas publicas, al adoptar el enfoque territorial para el desarrollo, estan dirigidas no solo al individuo (escolaridad y activos), sino tambien al territorio desde el cual los sujetos son actores y agentes del desarrollo; es en este sentido que consideramos que los territorios se configuran y transforman de diferentes maneras mediante la migracion, por ello, a traves del analisis desde lo territorial, es posible proponer una educacion inclusiva para personas migrantes. Para tales propositos nos interesa abordar ?de que modo el enfoque territorial del desarrollo rural puede contribuir al desarrollo de escuelas inclusivas en territorios migrantes?, interrogante que buscamos dilucidar. EnglishABSTRACT: The purpose of this study is to analyze how through the promotion of the territories favors the development of inclusive migrant schools, for this purpose they are discussed around theoretical and referential elements that affect the development of an inclusive education considering the migratory processes developed in Chile, but that have the territory as a common articulating axis in the Latin American context. The migratory processes throughout Latin America have been present since its inception, it is interesting to explore how this phenomenon constitutes an important source of interculturality configuration that should be addressed by the school system facilitating and contributing to the development of more inclusive schools. Another aspect to address is how the adaptation and preparation of the territories can favor recent migratory processes, transforming the different actors of the school system into responsible for installing real and effective policies of inclusion. Thus, the binomial education-territory is presented as a bridge and engine of aspirations for the development of rural communities with migratory characteristics, being necessary to deepen the understanding of the educational mechanisms that make some territories have a better development than others. As a whole, the results suggest that policies should invest both in individuals (schooling and assets), and in territories (public goods, promotion of productive diversification, etc.) so that migratory territories can deploy their potential and achieve development and inclusion. For such purposes we are interested in addressing questions such as: how does the territory contribute to the development of inclusive schools? Is it possible to prepare the territories to establish inclusive public policies? questions that we seek to elucidate.