Educational Policies and Migrant Children: Challenges and Opportunities for Inclusion inSouth America
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Abstract
The intensification of intra-regional migration flows has placed migrant children at the centre of South America’s educational debate. Accordingly, this study systematically reviews, following Prisma 2020 guidelines, the evidence on educational inclusion in Argentina, Chile, Colombia, Ecuador, Peru and Uruguay (2005-2024). Databases such as Scopus and Dimensions AI were explored; after screening, 25 studies met the inclusion criteria. The results show, on the one hand, uneven progress in access and, on the other, persistent structural discrimination together with limited teacher training in interculturality. Normative frameworks and robust support networks emerge as key facilitators. Consequently, comprehensive, inter-sectoral and culturally sensitive public policy is required to guarantee
rights, strengthen institutional responses and foster social cohesion in a sustainable, effective and lasting manner.
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References
Las referencias marcadas con asterisco indican los estudios analizados en el estudio.
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