Paper short abstract:

This research analyzes the educational practices of Venezuelan migrant families in southern Chile as well as describes the continuities/discontinuities between family and school, with the purpose of generating proposals to incorporate classroom curricular activities with cultural pertinence

Paper long abstract:

Chile has experienced an increase in the number of migrant children enrolled in the educational system, a situation that has become a structural phenomenon. The school's response to this diversity continues to be uncertain and varied, constituting a space that requires research and intervention proposals to understand and improve its current state. This research analyzes the relevant educational practices of Venezuelan migrant families in southern Chile, as well as describes the continuities/discontinuities between family and school, with the purpose of generating joint proposals between researchers, family and schools, to incorporate classroom curricular activities that consider the cultural and identity resources of the families.We have done it from the Funds of Knowledge (FoKs) approach, which offers an appropriate theoretical framework and a rigorous methodological perspective to understand these educational practices. We conducted a qualitative research of multiple case design and purposive sampling that considered five families of Venezuelan origin belonging to a public school. Ethnographic visits were made to the families' homes. The information was subjected to thematic content analysis.The findings challenge the perspective of social and educational deficit with which migrant families are associated, as well as point to a high continuity between the goals, practices and tools used by these families and schools for the teaching and socialization of children. The knowledge and wisdom of these families can be used not only in pedagogical experiences, but also for critical reflection with teachers on the creation of categories that differentiate, stereotypes and prejudices that generate dynamics of exclusion in schools.